Self-Study Old Dominion University Department of STEM Education

ODU MLIS SELF-STUDY 1

Self-Study

Old Dominion University

Department of STEM Education and Professional Studies

Library and Information Studies Program

Master of Library and Information Studies

August 20, 2021

ODU MLIS SELF-STUDY 2

One copy of the Declaration form, signed by the chief academic officer (CAO) of the institution

and the CAO of the master's program in library and information studies, must be submitted to the

Office for Accreditation along with the Self-Study. The Office sends the Declaration form to the

Program Head upon receipt of the draft Self-Study.

Old Dominion University Library and Information Studies Program

Master of Library and Information Studies

The purpose of the Master of Library and Information Studies is to prepare students with the

theoretical knowledge and practical skills that will enable them to become highly proficient

librarians, media specialists, and information authorities. This includes, but is not limited to,

professional positions in academic libraries, public libraries, school libraries, and special libraries

such as health sciences, law, or business libraries, as well as positions for information specialists

in health environments, museums, businesses, government, and other agencies.

Dr. Tammi Dice

Interim Dean

Darden College of Education and Professional Studies

Dr. Sue C. Kimmel

Graduate Program Director

Library and Information Studies Program

Old Dominion University is accredited by the Southern Association of Colleges and Schools

Commission on Colleges (SACSCOC)

This Self-Study was prepared in accordance with the American Library Association’s

Standards for Accreditation of Master’s Programs in Library and Information Studies, 2015

ODU MLIS SELF-STUDY 3

Table of Contents

Table of Contents 3

Acronyms 4

Glossary 7

Tables and Figures 133

Introduction Error! Bookmark not defined.5

Standards Narrative 200

Standard I: Systematic Planning 200

Standard II: Curriculum 52

Standard III: Faculty 73

Standard IV: Students 108

Standard V: Administration, Finances, and Resources 136

Synthesis and Overview 164

Appendices 168

ODU MLIS SELF-STUDY 4

Acronyms

AASL: American Association of School Librarians; a division of the American Library

Association dedicated to school library professionals

ACRL: Association of College and Research Libraries; a division of the American Library

Association dedicated to academic library professionals

AERA: American Educational Research Association

ALA: American Library Association

ALA CoA: American Library Association Committee on Accreditation

ALISE: Association for Library and Information Science Education; professional organization

for individuals and institutions that educate in LIS

ALSC: Association for Library Service to Children; a division of the American Library

Association

ATE: Association of Teacher Educators

CAEP: Council for the Accreditation of Educator Preparation; see Glossary

CHIP: Center for High Impact Practices; see Glossary

CLASS: Causality: School Libraries and Student Success; national research forum of the

American Association of School Librarians

CLT: Center for Learning and Teaching; see Glossary

DCEPS: Darden College of Education and Professional Studies; used for all references to the

college to which the Master of Library and Information Studies program belongs

ESLS: Educators of School Librarians; a section of the American Association of School

Librarians

GLBTRT: Gay, Lesbian, Bisexual, and Transgendered Round Table; a Round Table of the

American Library Association

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GPA: grade point average

GPD: Graduate Program Director; see Glossary

IFLA: International Federation of Library Associations and Institutions

LIBS: prefix for the MLIS courses; e.g., LIBS 608

LIRT: Library Instruction Round Table; a Round Table of the American Library Association

LLAMA: Library Leadership & Management Association; a division of the American Library

Association

LMS: learning management system

LRC: Learning Resource Center; see Glossary

LRRT: Library Research Round Table; a Round Table of the American Library Association

LVA: Library of Virginia; see Glossary

MLIS: Master of Library and Information Studies; see MLIS Program in Glossary

MOU: Memo of Understanding; see Glossary

MSED: Master of Science in Education; see Glossary

ODU: Old Dominion University

ODURF: Old Dominion University Research Foundation; see Glossary

#ODULIBS: Twitter hashtag for the ODU MLIS Program

OIEA: Office of Institutional Effectiveness and Assessment

RUSA: Reference and User Services Association; a division of the American Library

Association serving all types of libraries in reference, user services, readers advisory, and

collection development

SACSCOC: Southern Association of Colleges and Schools Commission on Colleges

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SCHEV: State Council of Higher Education for Virginia; The Commonwealth's coordinating

body for higher education. The Council approves public institutions’ new degree programs,

instructional sites, degree escalations, and mission statements. It also coordinates state policy on

transfer, student learning assessment, military-related students, and other topics.

SIG: Special Interest Group; a vehicle for Library and Information Science Education members

to share interests

SLOs: student learning outcomes

STEM: science, technology, math, and engineering

STEMPS: Department of STEM Education and Professional Studies; used for all references to

the department to which the MLIS Program belongs

VAASL: Virginia Association of School Librarians; state-level affiliate of AASL for the

Commonwealth of Virginia

VLA: Virginia Library Association; state-level affiliate of ALA for the Commonwealth of

Virginia

YALSA: Young Adult Library Services Association; a division of the American Library

Association devoted to serving teens and adolescents

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Glossary

Advisory Board: The MLIS Advisory Board formed in Summer 2018 consists of representation

from the MLIS constituents, including employers, students, alumni, and faculty. The MLIS

Advisory Board meets twice a year and advises the faculty at other times as requested.

Asynchronous: The online delivery format for MLIS courses, not in concurrent time.

Blackboard: The learning management system (LMS) used by ODU for delivery of and student

access to all course content.

Center for High Impact Practices (CHIP): A set of student-centered programs, resources, and

high-impact educational initiatives that have been shown to increase student success, such as

learning centers, writing support, service learning, and cooperative education programs.

Center for Learning and Teaching (CLT): An office of ODU that supports the integration and

application of technology in instruction and research.

Commonwealth: How the state of Virginia refers to itself; traced to Virginia’s first constitution

in 1776.

Council for the Accreditation of Educator Preparation (CAEP): The accreditation agency

that employs evidence-based assessment to assure quality and that supports continuous

improvement for K12 preparation programs.

Course release: Reassignment of expected teaching obligation in a given period for the purpose

of allocating the time to other duties.

Curriculum mapping: The process of charting curriculum alignments with standards, ensuring

the overall coherence of a course of study, and eliminating and addressing redundancies and

gaps.

Curriculum matrix: The chart that results from mapping curriculum that shows where key

concepts are introduced, developed, and assessed.

Degreeworks: A comprehensive academic advising, transfer articulation, and degree audit tool

that helps students and advisors plan and track student progress toward degree.

Design Thinking: A collaborative and iterative process of identifying problems, prototyping

solutions, and gathering input from customers or constituents.

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Distance Learning Coach: An ODUOnline employee who meets with current and prospective

online students to discuss admissions requirements and who answers basic questions about

individual online programs. Distance Learning Coaches also offer academic support through goal

setting, study strategies, note taking, motivation, and organization.

Endorsement in School Librarianship: A term used by the Virginia Department of Public

Education to signify that a licensed teacher is qualified to be a school librarian, which generally

requires completion of an approved program of study such as that at ODU.

ePortfolio: The capstone assessment used by the MLIS Program, the ePortfolio is a digital

demonstration that displays learning, experiences, or skills through a carefully-crafted

presentation of selected materials aligned to the program SLOs.

Formative assessment: A variety of methods an instructor uses to conduct in-process

evaluations on student comprehension, learning needs, and academic progress.

Graduate Program Director (GPD): The primary role of the graduate program director is to

ensure the academic integrity of graduate degree programs in his or her academic program area.

First and foremost, a graduate program director is charged with determining that policies and

procedures outlined in the Graduate Catalog are followed by all program area faculty and

students. Second, but of equal import, a graduate program director facilitates faculty engagement

around critical program functions such as recruitment, admission, and retention practices and

procedures.

Graduate School: A separate unit in the University responsible for policy, advocacy, and

support for graduate education on site. The Graduate School collaborates with college deans,

graduate program directors, and faculty to ensure excellence in all graduate programs regardless

of location of the program or delivery of the courses; provides direct support to the GPD.

Hampton Roads: The metropolitan region located in Southeastern Virginia and Northeastern

North Carolina, also referred to as the Tidewater region. This is the immediate community

served by ODU. Hampton Roads includes the following cities: Chesapeake, Hampton, Newport

News, Norfolk, Portsmouth, Suffolk, and Virginia Beach.

Institutional Effectiveness & Assessment, Office of: Provides leadership and support for all

academic programs and administrative units in assessing student learning and experiences.

Additionally evaluates the efficiency and effectiveness as part of a continuous quality

improvement program designed to impact learning and teaching and meet accreditation

standards.

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Internship: Field experience. All candidates in the MLIS Program must successfully complete

an internship experience. The internship experience for all candidates requires a minimum of 160

experiential hours that introduces a broad range of tasks and opportunities at the entry- to mid-

level of an information professional position.

Internship Supervisors: The individuals responsible for directly supervising the work of a

student intern. These individuals assist in the development of the student work plan for the

impact project and participate in the evaluation of the intern.

Junior faculty: Non-tenured, tenure-track faculty.

Key assessments: Defined by the MLIS Program as those assessments identified as indicators

of student accomplishment of one or more student learning outcomes.

Last Friday: A monthly event for faculty support around academic writing. Held on the last

Friday of each month during the academic year, the College hosts a presentation, lunch, and

snacks and between these supported events, faculty retreat to other offices to focus on writing for

publications.

Lead faculty: The MLIS faculty member responsible for a course and its content. For example,

Dr. Kimmel is the lead faculty for LIBS 608 Foundations and creates most of the content for the

course, while also guiding and mentoring adjunct faculty who teach the course in any given

semester.

Learning Resource Center (LRC): Interdepartmental resource center where students design,

collaborate, and extend learning to drive innovative solutions within their field of study. At the

LRC, students will find a variety of tech tools, resources, and available study space locations to

support learning.

Library of Virginia (LVA): the library agency of the Commonwealth of Virginia, its archival

agency, and the reference library at the seat of government. It was formerly known as the

Virginia State Library and as the Virginia State Library and Archives.

Lilead: The goal of the Lilead project is to study, support, and build community among school

library leaders. Lilead is based at the University of Maryland’s iSchool in partnership with Old

Dominion University’s Darden College of Education and Professional Studies.

LiveText: A data collection and assessment software product used by DCEPS to collect and

document aggregated data used for program improvement and institutional effectiveness.

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Master of Science in Education (MSED): Degree program offered by DCEPS. Before the

MLIS, students were prepared for school librarianship and earned this degree with a

concentration in library science.

Memo of Understanding (MOU): DCEPS has MOUs with numerous school divisions that

provide discounted tuition to their employees in return for verification of employment.

MLIS Program: Inclusive of all constituents of the ODU MLIS, such as faculty, students, and

MLIS Advisory Board members, as well as others who have provided input to the program,

participate in systematic planning, and have a stake in the success of the degree.

MLIS Program faculty: Full time faculty, lecturers, and the program advisor.

Mursion: A live and interactive mixed reality simulation for practicum experiences that uses

real actors and avatars for an engaging simulation, e.g., student teaching.

ODU Libraries: An inclusive term for the organization unit that includes the Patricia W. and J.

Douglas Perry Library (the main library on site), F. Ludwig Diehn Composers Room (Music

Library), and Elise N. Hofheimer Art Library.

ODU Research Foundation (ODURF): Collaborates with the University for the administration

of sponsored programs by providing responsive and cost-effective support.

ODUOnline: The Distance Learning arm of Old Dominion University that provides

partnerships and outreach for online students and faculty.

Office of Institutional Equity and Diversity: Provides leadership and support on matters

relating to equity, diversity, respect, and inclusiveness for all members of the Old Dominion

University community. The staff provides guidance, support, and delivery of programming,

services and educational initiatives to university faculty, staff, and students to support diversity,

inclusiveness, equal access, equitable treatment, cultural understanding, and the prevention of

prohibited discrimination and harassment.

Organization Blackboard: Blackboard is the learning management system in use by the

University. In addition to courses, the system hosts organizations. The MLIS has an

organizational site for MLIS students. Students are enrolled following admissions. The site

serves as a hub for information of interest to students.

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Paraprofessional: A person to whom professional duties of the job are assigned but who is not

fully qualified or does not hold the credential or degree.

Part-time faculty: Faculty hired in an adjunct role with the University.

Responsible Conduct of Research (RCR) Training: ODU has a policy of training all graduate

students in the fundamentals of Responsible Conduct of Research (RCR). The basic course

includes the following modules: Misconduct (falsification, fabrication, and plagiarism); Data

acquisition, management, sharing, and ownership; Mentor/trainee relationships; Publication

practice and responsible authorship; Peer review; Conflicts of interest; and Collaborative

research. MLIS students are required to take this training to earn a master’s degree.

School division: A school district; the term used in Virginia to describe this level of organization

of K-12 schools.

Student Advisor: Works to assist students from their first inquiry about the MLIS through

admissions, registration, and through to graduation. Previously served by a lecturer with at least

50% of time dedicated to advising.

Student Advisory Committee: An advisory committee of current students who provide

feedback and advice to the faculty and Graduate Program Director. Meets virtually once in fall

and spring semesters.

Student Opinion Surveys: A tool for students to provide anonymous feedback at the end of a

course about an instructor, course content, and their overall course experience. Feedback is

compiled and reported in various forms, both quantitative and qualitative.

Summative assessment: Used to evaluate student learning and academic achievement at the end

of a defined period.

Summer Institute: Refers to the ODU Library Summer Institute, an annual event during the

summer session which brings together current students, alumni, local librarians, and experts in

LIS. The two-day event consists of keynote speakers, panels, concurrent sessions, and

workshops. Current students have the option of attending a pre-conference focused on

programmatic sessions.

Teaching portfolio: An annual review of teaching effectiveness by an examination of

documents used in instruction. Portfolios are submitted for review and evaluated by at least

three individuals in the instructor’s department.

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Weave: The annual assessment planning and reporting model used by ODU for assessment

management and feedback. Programs submit an annual report by September 30 and receive

feedback on assessment during the period of September through November, followed by new

data collection and development of an action plan.

Zoom: An online video conferencing tool.

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Tables

Table 1.1 Constituents of the MLIS Program with Mechanisms for Ongoing and Systematic

Feedback

Table 1.2 Program Review Calendar for Weave Analysis of SLO Assessment Data

Table 1.3 Communication Strategies Used with Constituents

Table 1.4 Alignment of MLIS Strategic Plan with the College and University

Table 1.5 Mapping of SLOs to Core Courses and Assignments

Table 1.6 Sample of MLIS Courses and Student Experienced Aligned with SLO’s and ALA

Accreditation Standards

Table 1.7 Values of Teaching and Service Expressed in MLIS Strategic Program Objectives with

key terms in bold

Table 1.8 Strategic Framing of A Curricular Decision

Table 1.9 Decision-making, Data, and Plans for Improvements Related to Diversity

Table 1.10 Faculty Research on the MLIS Program

Table 2.1 Core and Internship Course Descriptions and Objectives

Table 2.2 Alignment of Standards Elements with SLOs and Curriculum

Table 2.3 Technology Software and Tools used in Core Coursework

Table 2.4 Pathways Identified for Possible Specialization

Table 2.5 Curricular Input from Stakeholders with Evidence Source

Table 2.6 Recently Added Courses and Source of Suggestion for Inclusion

Table 3.1 Faculty Degrees, Recognition, Specialties, and Instruction

Table 3.2 Part-time Faculty Degrees & Specialties

Table 3.3 ODU Librarians Serving as Graduate Certified Part-Time Faculty

Table 3.4 ODU Support and Recognitions for Teaching, Research, and Service Granted to MLIS

Faculty

Table 3.5 Travel Funding from STEMPS Department 2016-2021

Table 3.6 MLIS Faculty ODU Service

Table 3.7 Technology, Teaching, and Administrative Trainings for Faculty

Table 3.8 Faculty Professional Memberships, Committees, and Leadership

Table 3.9 Peer-reviewed Publications for Full-Time Faculty 2016-2020

Table 3.10 Faculty Research Accomplishments Through 2021

Table 3.11 Diversity of Backgrounds of Full-time Faculty

Table 3.12 Service on Dissertation Committees by MLIS Faculty

Table 3.13 Courses Taught by MLIS Faculty 2017-2021

Table 3.14 Distribution of Number and Percentage of Course Sections Taught by Full-time

Faculty

Table 3.15 Review Letters Documenting Faculty Evaluations

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Table 4.1 MLIS Spring 2021 Students

Table 4.2 Demographics of ODU MLIS Students Compared with Virginia and ODU

Demographics 2020

Table 4.3 Recruitment Efforts for MLIS

Table 4.4 Admissions to the MLIS

Table 4.5 Accessible Information about the MLIS with Supporting Procedures

Table 4.6 Admissions Rubric

Table 4.7 Applications, Admissions, & Enrollments (from new admits) Fall 2019 - Spring 2021

Table 4.8 Advising Benchmarks for MLIS Students

Table 4.9 Recent Student Publications

Table 4.10 Student Assistance at ODU

Table 4.11 Student Comments from One Question Surveys and Program Actions

Table 4.12 Direct and Indirect Measures of Student Learning

Table 5.1 IDC and Total Project Costs by MLIS Faculty, FY 2016-2020

Table 5.2 College Level Support Available to Graduate Program Director

Table 5.3 Departmental Reduced Tuition Revenue Generated by LIBS Courses

Table 5.4 Library and Information Studies Journal Sample Subscriptions

Figures

Figure 1.1 Calendar of the MLIS Program Constituent Meetings

Figure 1.2 Cyclical Program Review of Student Learning Outcomes (SLOs)

Figure 4.1 Student Attendance at American Library Association 2019 Annual Conference

Figure 4.2 Example of Application of Student Learning Data to Program Improvement

Figure 5.1 Institutional Effectiveness Process

Figure 5.2 Cycle of Support from Assessment Team

ODU MLIS SELF-STUDY 15

Introduction

This Self-Study was prepared in anticipation of the External Review Panel visit scheduled for

October 3-5, 2021. An application for Candidacy Status for Accreditation from the American

Library Association (ALA) was submitted on October 1, 2019 and was approved by the ALA

Committee on Accreditation at their November 2019 meeting. An application for Pre-Candidacy

was previously submitted and approved by the ALA Committee on Accreditation in 2018.

The program is an administrative unit in the Department of STEM Education and Professional

Studies (STEMPS) in the Darden College of Education and Professional Studies (DCEPS) at Old

Dominion University (ODU). Petros Katsioloudis, Department Chair; Tammi Dice, the Interim

Dean of DCEPS; and Robert Wojtowicz, Dean of the Graduate School, were regularly briefed on

the process of developing the Self-Study. The Provost’s Office, specifically Dr. Austin Agho,

Provost; and Dr. Brian Payne, Vice Provost for Academic Affairs, were also continually apprised

of the progress of the Self-Study. Staff from the Office of Institutional Effectiveness and

Assessment were particularly helpful in the self-study process.

Program Development

Old Dominion University (ODU) and the Darden College of Education and Professional Studies

(DCEPS) have a long-time commitment to a culture of assessment and continuous improvement.

The recognition of the need to create this degree and to engage in the systematic planning

engendered by ALA’s process of accreditation originated and is powered by this shared

commitment. With the encouragement of former Dean Jane Bray, the program applied to the

State Council of Higher Education of Virginia (SCHEV) to offer an MLIS in Virginia. Approval

for the new degree was provided by the Provost, the President, the Faculty Senate, and the Board

of Visitors and was approved by SCHEV beginning with the Fall 2019 semester. The Southern

Association of Colleges and Schools Commission on Colleges (SACSCOC) approved the

program on June 2019 for Fall 2019 implementation.

The program began marketing and accepting applications in March 2019, and the first cohort of

MLIS students started in Fall 2019. A process was implemented to allow students who were

previously enrolled in the Master of Science in Education (MSED) to matriculate to the MLIS,

and 66 of those students who met the criteria for admissions were admitted to the MLIS. An

Advisory Board, created in Summer 2018, has provided assistance in creating and evaluating the

program’s mission, goals, and student learning outcomes along with general advising and

encouragement. A Student Advisory Board was named and began offering input to the program

in Fall 2019, and a Student Chapter of ALA was approved in 2020.

ODU MLIS SELF-STUDY 16

The MLIS is also the result of numerous inputs from the professional and student community. At

the College level, various departments and programs, including Instructional Design and

Technology, Educational Psychology and Program Evaluation, and the Department of Teaching

and Learning, provide research and grant partnerships for faculty as well as course offerings

relevant to the new degree.

Self-Study Development

Interim Dean Tammi Dice has continued the strong support of the Dean’s Office for this

program. Dean’s office staff have supported this application by assisting with marketing,

finance, and data management. DCEPS currently has two associate deans. Both associate deans

share the responsibilities for the administration of graduate and undergraduate programs. Dr.

Barber assists programs with educator preparation and assessment, including accreditation. Dr.

Reams assists programs in the area of professional studies. Both Dr. Barber and Dr. Reams

provide support for the MLIS program. Other offices and centers in DCEPS have provided

valuable assistance, including the Office of Clinical Experiences, the Director of Innovative

Technologies, and the Career and Advising Center. Across the University, faculty have been

assisted by ODU Libraries, ODUOnline, Graduate Admissions, the Department of Computer

Science, Information Technology Services, the Center for High Impact Practices, the Graduate

School, the Office of Institutional Effectiveness and Assessment, and other leaders from the

ODU and library community.

A working committee composed of program faculty, reporting to the Advisory Board, led the

authorship of the Self-Study. Leadership for each standard was the result of one or more full-

time faculty. Sub-committee assignments for each standard were as follows:

Standard I: Systematic Planning

Jeffrey DiScala, Chair, MLIS Program Faculty

Maggie Barber, Associate Dean of Educator Preparation & Assessment, DCEPS

Nan Carmack, Director of Library Development & Networking Division, Library of Virginia

Gail Dickinson, MLIS Program Faculty

Kelsey Kirland, Asst. Director of Assessment, Office of Institutional Effectiveness &

Assessment

Standard II: Curriculum

Elizabeth Burns, Chair, MLIS Program Faculty

Gregory D’Addario, MLIS Program Alumnus

Mickey Kosloski, Associate Professor, STEM Education & Professional Studies

Lucinda Wittkower, Head Librarian of Teaching & Learning Initiatives, Perry Library

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Standard III: Faculty

Amelia Anderson, Chair, MLIS Program Faculty

Dennis Gregory, Associate Professor, Educational Foundations & Leadership

Phil Reid, Professor, STEM Education & Professional Studies

Jennifer Scott Brown, Library Director, Augusta County Libraries, VA

Standard IV: Students

Sue Kimmel, Chair, MLIS Program Faculty

Rana Buck, MLIS Program Student

Jamie Cook, Instruction and Technology Specialist, ODU Libraries & non-degree student

Bill Heffelfinger, Director, Graduate Admissions

Valerie Taylor, Office of Clinical Experiences

Karen Perry, MLIS Program Part-Time Faculty

Standard V: Administration, Finances, and Resources

Gail Dickinson, Chair, MLIS Program Faculty

Petros Katsioloudis, Department Chair, STEM Education & Professional Studies

Tisha Paredes, former Assistant Vice President, Institutional Effectiveness and Assessment,

Office of Institutional Effectiveness & Assessment

Areas of Special Consideration

During the completion of this self-study for accreditation, the MLIS Faculty found themselves in

a unique historic moment as higher education, libraries, and communities were impacted by the

COVID-19 pandemic. The MLIS program has weathered numerous disruptions, many directly

related to the pandemic, and others compounded by the pandemic. Two areas of special

consideration were identified in the Plan for the Self Study:

1. Building a plan for diverse faculty during a period of economic uncertainty

2. Connecting students to the online community

As the university faced much financial uncertainty in the spring of 2020 related in part to the

Covid-19 pandemic, the temporary lecturer position employed by the MLIS program for

advising and teaching was not renewed beyond June 9, 2020. Faculty worked quickly to

minimize the impact on students, dividing advising among full-time faculty.

Due to the Covid-19 pandemic, ODU took several measures related to travel and budget. All

travel and research leaves were cancelled. Additionally, programs were told to reduce their use

of adjunct faculty for Fall 2020. Dr. Dickinson, who had been awarded a research leave for Fall

2020, was thus available to teach two sections of a course in the fall. Additionally, the program

utilized Michael Ruffin, Director of Innovative Technology, to teach LIBS 602 Production of

ODU MLIS SELF-STUDY 18

Instructional Materials as part of his job duties and without overload pay. Mr. Ruffin’s

experience and skill with educational technology were considered an asset to the program.

In January 2021, the MLIS program requested and was granted a full-time, twelve-month faculty

line to search for a lecturer to provide leadership, to teach the successful undergraduate

information literacy course, LIBS 110 Information Literacy for the Digital Age, and to serve in

the student advisor position. This search was unsuccessful in part due to pandemic restrictions.

An interim hire was approved effective June 10, 2021. A search was approved for Fall 2021 for a

permanent hire beginning June 10, 2022.

Also, during this period, Dr. Anderson was granted family leave for the Spring 2021 semester. A

stipend was approved to hire someone to handle her advising during this period. For personal

and family reasons, Dr. DiScala resigned June 18, 2021. An emergency hire was immediately

approved for the 2021-22 academic year, and Dr. Dawn Betts-Green was selected from a pool of

five candidates. A search to permanently fill this vacancy was also immediately approved for

Fall 2021 for a permanent tenure line beginning August 2022. As Dr. DiScala was an active

member of the faculty and the self-study, his information remains in this document.

Other changes around the university have impacted the MLIS program and our year of Self-

Study. Both President Broderick and Dean Jane Bray announced their retirements. Associate

Dean Tammi Dice was named as Interim Dean. Dr. Dickinson stepped down as Associate Dean

to the MLIS faculty. The Dean’s office was reorganized with Dr. Lamar Reams appointed

Interim Associate Dean of Professional Studies and Research. Dr. George Fowler resigned as

Director of ODU Libraries. His replacement Stuart Frazer, serving as Interim Library Director,

continued the strong relationship between ODU Libraries and the MLIS program and is serving

on the Advisory Board.

Old Dominion University has a strategic plan that is updated every 5 years. In spring 2020, the

president and provost postponed the latest round of planning indefinitely due to the Covid-19

virus in a letter to the campus community calling the existing plan, “candidly, a pre-pandemic

strategic plan” and quoting Vice President Foster, "To finalize now would be to assume the post-

pandemic world will revert to the state of daily life that we knew 30 days ago." The statement

further asserts, “the plan's assumptions and strategies will no longer be part of our new reality for

some unspecified time to come.”

ODU is also currently engaged in a Program Prioritization Initiative with recommendations due

to the Provost, Deans, and Faculty Senate early in Fall 2021. Faculty have been kept informed of

the initiative and will provide feedback during Summer 2021.

ODU MLIS SELF-STUDY 19

Against the background of a global pandemic, all of these disruptions seem amplified. Yet, the

MLIS program has worked to reduce the impact on students and sustain our commitment to each

other to engage in systematic planning, frequent communication, and development of this self-

study.

As an online and asynchronous program, we did not have to change the delivery of our

coursework to adapt to the Covid-19 pandemic, but we have found that students have been

struggling with job change, children at home, and a sense of isolation. We have always

recognized the challenge of connecting distance students in community with each other and with

the faculty. All full- and part-time faculty have online office hours. Once the pandemic hit, we

found many students attended these to see faculty and classmates in real time and to socialize as

much as to ask course-related questions. Previously, there were several points in the program

where we met students and they met each other face to face: at conferences, during the Summer

Institute, and at Commencement for those who chose to attend. Those opportunities have been

severely curtailed by the pandemic.

Beginning in Spring 2020, we began to hold end of the semester online celebrations for our

graduates. These have been very successful. Students and their families who were unlikely or

even unable to travel to Norfolk for a graduation ceremony have participated in the online

format. Teenagers joined from fast-food parking lots to cheer for their parents who were earning

the degree. Parents of our students joined in the celebration from across the country, and partners

beamed proudly from living and dining rooms to applaud for their graduate. Students were

disappointed not to have an in-person summer institute but appreciated the opportunities to tune

in virtually to panel discussions, sessions about the MLIS program, and casual coffee chats with

other students. The new Student Chapter of the American Library Association has held regular

meetings every semester. In response to student requests to know more about how libraries were

coping with the pandemic and student desire for a meeting during the longer winter break, we

offered a well-attended panel discussion one evening.

Engaging in the American Library Association’s process for initial accreditation, including pre-

candidacy, candidacy, and the Self-Study, has empowered the ODU Master of Library and

Information Studies program to initiate and integrate standards-based planning into all facets of

the program. As we work toward the future as an accredited program, the MLIS has created an

enduring framework for continual evaluation, improvement, and growth.

ODU MLIS SELF-STUDY 20

Standards Narrative

Standard I: Systematic Planning

I.1 The program’s mission and goals, both administrative and educational, are pursued, and its

program objectives achieved, through implementation of an ongoing, broad-based, systematic

planning process that involves the constituencies that the program seeks to serve.

The Master of Library and Information Studies (MLIS) is located in the Department of Science,

Technology, Engineering and Mathematics Education and Professional Studies (STEMPS)

within the Darden College of Education and Professional Studies (DCEPS). The new degree was

developed in a broad-based and systematic planning process that engaged constituencies at every

level, including college and university faculty; an MLIS Advisory Board with the representation

of employers, alumni, and students; a Student Advisory Committee; and engagement with large

and small groups of students, alumni, and employers. Additionally, faculty have significant

engagement through professional development, service, presentations, and conversations with

various professional organizations at the state, regional, and national level, including the

Association of Library and Information Science Educators (ALISE) and the American Library

Association (ALA).

Systematic Planning

At a strategic time in the development of the MLIS, faculty joined a design-thinking cohort

with eight other teams from across the university interested in program improvement. Entering

the cohort, MLIS faculty were interested in developing a plan of study for the new degree,

creating a plan to market the new degree, and aligning coursework with new standards faculty

soon discovered “At this point in the growth of the program, we think the high leverage practice

we might best engage in would be to engage stakeholders in this process and to use data from

those engagements to inform our decision making” and uncovered this high level question: “How

might we leverage stakeholder input to strengthen our new program of study?” (125). The brief

and other products (126, 127) of the design cohort offer evidence of the strong roots of an

ongoing, broad-based, and systematic planning process that would propel the program through

candidacy and the self-study and into an accredited Master of Library and Information Studies.

Data collected for the design cohort included interviews with ODU faculty, staff, and librarians

and with practitioners at the Virginia Library Association Conference (53).

The program faculty continued to seek input for the planning process through presentations to

academic library directors (141, 142), the ODU Library professional (129) and paraprofessional

staff (72), presentations at state library conferences (26), and with other constituent groups (130,

ODU MLIS SELF-STUDY 21

131). Employers (3) and prospective students (4) were also surveyed as part of the needs

assessment for the new degree. Results from these surveys were extremely positive and informed

program decisions moving forward. Table 1.1 identifies key constituent groups for the MLIS

with mechanisms for systematic feedback.

Table 1.1

Constituents of the MLIS Program with Mechanisms for Ongoing and Systematic Feedback

Constituent

Group

Description

Mechanisms for Ongoing &

Systematic Feedback

Students

Current graduate students in the program,

including students enrolled in the MLIS

or completing the Master of Science in

Education (MSED); students enrolled in

the School Library Practice certificate,

students auditing courses; students taking

advanced study, non-credit courses.

One question surveys (22), Student

Advisory Committee (

9), Town

Hall (

113).

Alumni

Graduates of all previously mentioned

graduate programs.

Advisory Board meetings (2);

Student Advisory Committee (

9);

Survey of Graduates (

24, 25);

Town Hall (

113); Alumni events

(

96)

Employers of

Librarians

Individuals and institutions who employ

librarians of all types, including public

libraries, academic libraries, universities,

school districts, special libraries (law,

medical, historical societies), etc.

Advisory Board meetings

(

2); Employer Surveys (3, 23,

111

); Trustees, Library of Virginia

(

131); Town Hall (113).

ODU MLIS SELF-STUDY 22

Library

Community

Practicing professional librarians and the

organizations, institutions, and

individuals who work with library

professionals, such as the American

Library Association (ALA), the

Association for Library and Information

Science Education (ALISE), Virginia

Library Association (VLA), the Library

of Virginia, the Virginia Association of

School Librarians (VAASL).

Employer Surveys (3, 23, 111);

Trustees, L

ibrary of Virginia (131);

Town Hall (

113). Virginia Library

Association (

26, 28); Virginia

Association of School Librarians

(

123)

ODU

Community

Students, alumni, faculty, staff, and

administration at Old Dominion

University.

Town Hall (113),

Undergrad

Recruitment (67, 68);

Future Info. Professionals (

69),

Weave feed

back (118)

Future and

Potential

Students

ODU alumni of bachelor’s programs,

paraprofessionals in school, public and

academic libraries, teachers in elementary

and secondary education, current students

in bachelor’s and associate’s programs.

Town Hall (113),

Undergrad

Recruitment (67, 68);

Future Info. Profession

als (69);

MLIS Recruiting (

66), Survey of

prospective stud

ents (4)

ODU Faculty

and Staff

MLIS full-time and part-time faculty,

ODU faculty from other programs,

departments, and colleges (e.g.,

Instructional Design and Technology,

Educational Foundations, Computer

Science, ODU Libraries), Administrative

and Support Staff.

MLIS program meetings (1); MLIS

Annual retreats (

6); Adjunct

meetings (

8); Town Hall (113);

ODU Libraries Staff (

72, 129).

The anchors of this systematic planning process are the monthly MLIS faculty meetings which

have been organized by standard since Spring 2019 (1) and the MLIS Advisory Board meetings

(2) and Student Advisory Committee (9). These anchors are ingrained in the program ensuring

that attentiveness to this process moving forward as an accredited program. A calendar ensures

these processes are systematically employed to provide continuous review and revision (See

Figure 1.1). Faculty meet monthly and conduct an annual retreat in August. The retreat follows

ODU MLIS SELF-STUDY 23

an MLIS Advisory Board meeting in July. The program retreat addresses suggestions raised by

the MLIS Advisory Board as well as discussion of student learning outcomes and data from key

assessment rubrics. These discussions are captured in the annual assessment review reported in

Weave each September. Strategic goals and objectives are discussed each October. The Student

Advisory Committee meets in the fall and the spring semesters. The MLIS Advisory Board

meets again in mid-December. Figure 1.1 depicts the calendar of these meetings.

Figure 1.1

Calendar of the MLIS Program Constituent Meetings

I.1.1 Continuous review and revision of the program’s vision, mission, goals, objectives, and

student learning outcomes

The Old Dominion University (ODU) Master of Library and Information Studies (MLIS)

Program has established mission and vision statements by carefully considering current best

practices, faculty discussion and reflection, and input from program stakeholders and

beneficiaries.

A mission and vision with broad goals were written as part of the program’s application to the

State Council for Higher Education in Virginia (SCHEV) (128). This early mission was also

shared at the initial Advisory Board Meeting (2a) and included the broad goals: to equip students

with the knowledge, skills, and dispositions they will need for careers in a complex information

and technology based society; engage students with their communities by providing project-

based learning and internships in real-world settings, focus on the preparation of culturally

responsive librarians who can provide resources and services for increasingly diverse

communities for the Commonwealth of Virginia, the nation, and the world, and connect students

to library and information professions. These early goals were shared as the mission with various

constituent groups including academic library directors (142), Library of Virginia (130, 131),

ODU MLIS SELF-STUDY 24

Design Thinking Cohort (127), and the Virginia Library Association (26). At the December 2018

Advisory Board meeting (2b), the program shared the current and more succinct mission and

vision statements. The Advisory Board provided feedback in an email conversation reported in

the January 2019 program minutes (1d) and members of the Student Advisory Council were

asked to share feedback at the 2019 meeting (9e).

The vision of the MLIS Program is to contribute knowledge and advance theory by

working from cognitive, social, behavioral, cultural, and technological perspectives;

fostering interdisciplinary collaboration; cultivating an appreciation for the role of

information in society; and modeling a climate of intellectual engagement, openness,

integrity, and respect within the program.

The mission of the MLIS Program is to prepare socially responsible graduates for

fulfilling library and information careers characterized by ethical practice, professional

values, analytical skills, leadership, and lifelong learning.

The vision, mission, and strategic goals and objectives of the MLIS Program are available for

public viewing on the ODU website ODU Master of Library and Information Studies. The

current mission statement is frequently shared with constituents including the Town Hall (113),

Student Advisory Committee (9e), information sessions at conferences (26, 28, 123) and with

prospective students in recruitment webinars (66).

Review by MLIS Faculty

Review of the program’s vision, mission, goals, objectives, and student learning outcomes

(SLOs) occurs annually at a program retreat at the beginning of each academic year and

throughout the year at monthly meetings (1) and annual retreats (6). Attendees at monthly

meetings and the annual faculty retreat include all full-time tenured and non-tenured teaching

faculty (referred to as MLIS faculty). Input from the Department Chair, the Associate Deans, and

other administrators are included in these meetings as needed. For example, Dr. Kimmel

reported on a meeting with Bryan Porter, Associate Dean for the Graduate School in the January

2019 minutes regarding how to transition students to the new degree (1d).

Part-time faculty meet with the Graduate Program Director (GPD) at least twice a year for

updates and to provide feedback on the program’s mission and goals (8a, 8b, 8c, 8d, 8e). Fall

2020 was unique; programs were asked to reduce use of part-time faculty. Only a few, well-

seasoned part-time faculty were employed, and a full meeting was not held.

Review by the MLIS Advisory Board

The formation of a strong advisory board has further institutionalized this process. Members of

the MLIS Advisory Board include representatives from the Library of Virginia; academic,

ODU MLIS SELF-STUDY 25

public, and school libraries; and students and alumni. The purpose of the board is to provide

feedback and continuous review of the program’s vision, mission, goals, objectives, and SLOs.

The MLIS Advisory Board meets twice a year: an in-person meeting during the University’s

summer session and a virtual meeting before the winter break (2). Due to Covid-19, all meetings

have been held virtually since 2020. A review of the vision, mission, and goals was conducted at

the July 2021 Advisory Board meeting (2j, 2k) and is on the agenda for the Faculty August 2021

Retreat.

Review by the Student Advisory Committee

The formation of a Student Advisory Committee in Fall 2019 has provided students with the

opportunity to give feedback on the MLIS Program’s multiple aspects, including the program’s

vision, mission, goals, objectives, and student learning outcomes. Members of the Student

Advisory Committee include representatives from the general MLIS degree and from the school

library concentration. The Student Advisory Committee meets at least once in each of the fall

and spring semesters (9).

Continuous Review Example

An example of the continuous review process is the feedback and revision of the Student

Learning Outcomes (SLOs).

● The original set of 6 SLOs was brought to the Curriculum Subcommittee of the MLIS

Advisory Board in April 2019 (54). The feedback provided by the subcommittee included

only minor grammatical edits.

● Based on research conducted by program faculty on the perceptions of pre-service school

librarians on research pedagogy (61f), faculty considered changes to the 6 SLOs that

provided a stronger emphasis on applied research. Faculty discussed this change in the

SLOs at their May 2019 program meeting (1d) and prepared for presentation to the MLIS

Advisory Board at the upcoming August 2019 meeting.

● The SLOs were presented and discussed with the MLIS Advisory Board in July 2019

(2c). This discussion led to substantive changes in the SLOs, specifically in the wording

of the SLOs to more accurately reflect the LIS field, and the splitting of one SLO,

resulting in the 7 SLOs currently in place (11).

● The process continues based on feedback from students. From questions about the

ePortfolio posted on Blackboard, faculty are considering whether a change is necessary in

SLO 7 (1j), which focuses on creating a plan for professional development. Faculty met

with the Student Advisory Committee (9d) to get feedback on their perception of SLO 7

and how it is being interpreted by students.

ODU MLIS SELF-STUDY 26

I.1.2 Assessment of attainment of program goals, program objectives, and student learning

outcomes

ODU has a strong history and expectation of a continuous planning process for all academic

programs. DCEPS, through its ongoing history of accreditation process with the Council for the

Accreditation of Educator Preparation (CAEP), also supports a strong culture of assessment and

continuous review. Alignment of the Program Strategic Goals and Objectives with the DCEPS

Strategic Goals and Objectives ensures that the regular assessment of these objectives is

embedded in the functioning of the program and activities of the program faculty. Faculty are

assessed annually on research, service, and teaching, including efforts to attain external grants.

Programs continuously review recruitment, admissions, and enrollment data provided through

the Admissions Portal and My Dashboards (available on site). Data from surveys of key

stakeholders including students and employers are evaluated and discussed at program meetings

(1). The MLIS program reviews and discusses the overall strategic program objectives at least

once a year (6a, 6b, 1j for example, see April 7, 2021 in these minutes).

Assessment of Student Learning Outcomes

The program’s evaluation process complements the university assessment cycle, based on an

annual review process of student learning outcomes submitted in the Weave academic

assessment system. Weave is a commercially available assessment management system widely

used in academia. At ODU, each program is required to submit student outcome data based on

program-specific student learning outcomes, report the analysis of these findings, and consider

program improvements to enhance student learning through action steps. The data are due on

September 30 of each academic year. Program benchmarks that are partially met or not met

require an action plan (12, 5). The Weave Assessment Report for the MLIS includes action steps

that are aligned with the MLIS Program’s strategic goals and objectives (5). Each SLO is

mapped to key assessments in the program--assignments from the core courses which are

selected as assessments of the mastery of an SLO. Students submit these key assessments in

LiveText, where instructors assess the assignments based on established rubrics. The MLIS

Program from its inception has met or exceeded those expectations for continuous review and

revision in feedback provided to the annual Weave reports (132, 15, 118).

The Weave Assessment calendar is described in Table 1.2.

ODU MLIS SELF-STUDY 27

Table 1.2

Program Review Calendar for Weave Analysis of SLO Assessment Data

Time

Task

July

During an annual meeting with the Assistant Director of Assessment from

OIEA, the Graduate Program Director (GPD) from the MLIS Program reviews

the rubrics for all key assessments, discussing what adjustments may need to be

made to assure evaluation of student achievement of SLO (13).

August

Following the end of the summer semester, aggregated data from key

assessment rubrics are requested from the DCEPS data manager. These data

from the previous year regarding SLOs are the topic of a general Weave

meeting (14). Data from the rubrics are discussed by faculty as they are applied

to SLOs and used to inform instruction or to identify the need for revised or

new assessments. Weaknesses in the rubrics are identified, along with the need

for new assignments and rubrics in the MLIS to meet new SLOs.

September

Analysis and action steps are recorded in Weave, an annual report submitted

September 30 of each year (12, 5).

October -

November

Faculty are assigned to make revisions to key assessments and rubrics as

determined by the Weave data and the action steps (14).

December

OIEA Office provides feedback to programs for their Weave reports (15, 118).

January

When possible, adjustments are made for the spring semester. When more

extensive changes are required, new or revised key assessments are

implemented in the fall semester.

April

Faculty review Livetext data from Fall semester, discuss progress on Weave

action steps, and share assignments and rubrics from core classes. (117).

ODU MLIS SELF-STUDY 28

I.1.3 Improvements to the program based on analysis of assessment data

The Weave process includes developing annual action steps to improve the program based on

assessment data. These action steps have included changes to assignments or rubrics or the

addition of course modules to address gaps and improve student outcomes. Figure 1.2

demonstrates how Weave data are used in a cycle of continuous improvement.

Figure 1.2

Cyclical Program Review of Student Learning Outcomes (SLOs)

Quantitative assessment data is analyzed and discussed through the annual Weave report (5, 12).

The MLIS program discusses this data during MLIS program meetings (see for example: Dec.

2018 (1c), Sept. 4, 2019 (1f), Nov. 4, 2020 (1i) and meetings called specifically to look at Weave

data and discuss program improvements (14)). Other data include feedback from constituents,

especially through the Advisory Board and Student Advisory Committee. These data, combined

with faculty observations, inform improvements. An example can be found in the following

ODU MLIS SELF-STUDY 29

description of refinements to improve the ePortfolio assessment, which is included in the annual

Weave assessment.

An electronic portfolio (ePortfolio) is the comprehensive exam for the MLIS. A new rubric was

developed in 2019 aligned with the SLOs for the new MLIS degree. Students create their

ePortfolio using a template in Wordpress software, requiring them to demonstrate significant

technology skills. The Zoom chat from the Advisory Board discussion in July 2020 confirmed

employer interest in the demonstration of technology skill through such a portfolio: “ I would be

looking not only at the content but the attention to detail, the presentation, etc.” (2e). The

Advisory Board was also interested in using the ePortfolio as a job-seeking tool (2e). As a result

a webinar about migrating the ePortfolio from assessment to job-seeking was offered to students

in September 2020 (84). Findings from the assessment of the ePortfolio, included in the Weave

analysis of data (5), revealed only 61% of students met the target for “Overall Presentation” on

the rubric. Suggested improvements to the program included developing short video tutorials for

the components of the ePortfolio (6c). These were completed in Fall 2020 (available on site).

The ePortfolio was the subject of discussion at the spring 2021 Student Advisory Council

meeting (9d), where students applauded the tutorials and asked for additional help from more

experienced students. A session on ePortfolio was added to the Summer Institute in 2021. In the

Weave Report, faculty noted that because the ePortfolio is at the end of the student experience, it

may take a couple of years before we see improvement reflected in the data (5).

Data are also used for other program improvements. Examples of how data have informed

program improvements are detailed below in Tables 2.5, 2.6 and 4.11 and Figure 4.2. Frequent

one-question surveys of students (22) serve to provide quick feedback and are regularly shared

and discussed at program meetings (1). These discussions are often informed with other data,

including Student Opinion Surveys of courses, faculty observations, and other stakeholder

comments or surveys.

I.1.4 Communication of planning policies and processes to program constituents. The program

has a written mission statement and a written strategic or long-range plan that provides vision

and direction for its future, identifies needs and resources for its mission and goals, and is

supported by the university administration. The program’s goals and objectives are consistent

with the values of the parent institution and the culture and mission of the program and foster

quality education.

Communication

The MLIS Program deploys a Communication Plan (16) to share information with stakeholders,

to create continual feedback loops from those stakeholders, and to promote the program. This

communication includes presenting planning and policies, marketing the program, providing

reminders and updates, conducting outreach, and engaging with the community. The

ODU MLIS SELF-STUDY 30

Communications Plan connects with and is carried out through a regularly updated calendar of

scheduled interactions recorded in the Communications Checklist (17). Program faculty have

begun reviewing this checklist at the beginning of each Program Meeting (1i, 1j) and

communication tasks are assigned to faculty for the month. Table 1.3 details a sampling of

strategies employed to communicate with various stakeholders.

Table 1.3

Communication Strategies Used with Constituents

Constituents

Communication Strategy Examples

Students

Orientation sessions (93)

Student Listserv (115)

Blackboard space for students (available onsite)

Summer Institute (21, 83)

Facebook

Twitter

Alumni

Summer Institute (21, 83)

Alumni gatherings at state conferences (96)

Facebook

Twitter

Employers of

Librarians

VAASL Voice (116)

Field placements and supervision to communicate with employers

Summer Institute (21, 83)

Library Community

Summer Institute (21, 83)

Research presentations and publications regarding program practices

and objectives (see Table 1.10)

ODU Community

Town Hall (113)

ODU Libraries (72)

Undergraduate recruitment (67, 68)

Design Thinking interviews (53)

Future and Potential

Students

Recruiting sessions (66)

ODU Online

Advisor emails

ODU MLIS SELF-STUDY 31

Values of Old Dominion University

Old Dominion University’s culture and values are expressed in the mission statement, vision,

and statement of “Who We Are.” Key phrases that express the values of ODU can be also found

in the MLIS Program strategic and educational objectives. “Celebrate the diverse and profoundly

multicultural community,” “address critical needs in the professions,” and “innovative use of

learning technologies” are among the key phrases expressing ODU’s values and echoed in the

MLIS Program vision, mission, and strategic goals and objectives, which make up the MLIS

Strategic Plan depicted in Table 1.4. Alignment of each element of the MLIS Strategic Plan with

those of the university and DCEPS ensures resources and support from the administration. ODU

also expresses the fundamental value of educating students through “rigorous self-examination,

assessment, and efficient use of resources” in a statement of “Who we are.” The program sees

these expressed values echoed in the ALA Standards for Accreditation and our voluntary present

and future participation in the accreditation process.

Strategic Goals and Objectives

Following discussions of the University’s Mission, Goals, and Strategic Plan, the Darden

College of Education and Professional Studies (DCEPS) ratified a Strategic Plan in 2017 with

three goals and nine strategic objectives. The MLIS Program faculty chose to wholly adopt the

three DCEPS goals for the MLIS program and modified DCEPS’ nine strategic objectives to

align with the MLIS Program’s vision and mission and the ALA Accreditation Standards. The

alignment of these administrative program strategic objectives with DCEPS and ODU’s strategic

plans forms the basis of MLIS Program’s Strategic Plan as depicted in Table 1.4. The program’s

strategic goals and objectives express and align program actions in research, teaching, and

service as well as in administrative and strategic decision making. They provide the necessary

infrastructure to achieve the program’s educational goals and objectives.

ODU MLIS SELF-STUDY 32

Table 1.4

Alignment of MLIS Strategic Plan with the College and University

Old Dominion

University

Darden College of Education

and

Professional Studies

Master of Library and

Information Studies

Vision

Old Dominion University will

be recognized nationally and

internationally as a forward-

focused metropolitan

university with a

collaborative and innovative

approach to education and

research that spurs economic

growth, focuses on student

success, engages civic and

community partners, and uses

its connections with the

military and maritime

industries and its exceptional

strengths and leadership in

related areas to provide

practical solutions to

complex, real world

problems.

The Darden College of

Education and Professional

Studies is dedicated to

continually improving the lives

of our communities-- those

groups of people linked by

diverse needs, affiliation, or

purpose--through culturally-

affirming research, teaching,

and service. The college will

be a premier leader in

preparing individuals for

professions in education,

industry, service and clinical

environments.

The vision of the MLIS

program is to contribute

knowledge and advance

theory by working from

cognitive, social, behavioral,

cultural, and technological

perspectives; fostering inter-

disciplinary collaboration;

cultivating an appreciation

for the role of information in

society; and modeling a

climate of intellectual

engagement, openness,

integrity, and respect within

the program.

Mission

Old Dominion University,

located in the City of Norfolk

in the metropolitan Hampton

Roads region of coastal

Virginia, is a dynamic public

research institution that serves

its students and enriches the

Commonwealth of Virginia,

the nation and the world

through rigorous academic

programs, strategic

partnerships, and active civic

engagement.

To advance our communities

through research, teaching, and

service activities that reflect

our commitment to excellence,

innovation, and transformation.

To prepare socially

responsible graduates for

fulfilling library and

information careers

characterized by ethical

practice, professional

values, analytical skills,

leadership, and lifelong

learning.

ODU MLIS SELF-STUDY 33

Strategic Goal 1 and Objectives

ODU

DCEPS

MLIS

Enhance the university’s

academic and research

excellence: building a

national and international

reputation in areas of

academic and research

strength.

Support and facilitate research

that creates new knowledge,

addresses problems of practice,

and supports communities.

Support and facilitate

research that creates new

knowledge, addresses

problems of practice, and

supports communities.

•

Increase Old

Dominion

University’s national

and international

reputation for research

excellence

• Identify and reward

academic program

excellence.

• Innovate in academic

programming and

instruction.

• Expand online degree

programs in areas of

market demand.

• Raise the visibility of

graduate education.

• Expand support for

undergraduate

research.

• Recruit and retain a

diverse, creative

faculty.

•

Develop infrastructure

for supporting and

rewarding

interdisciplinary

research and

community

partnerships to explore

relevant and critical

problems of practice.

• Create expectations and

systems to inspire high

quality faculty research

that promotes national

and international

recognition.

• Compete for external-

funding that supports

and extends our

mission through high

quality research.

•

Encourage and

recognize excellence

in faculty research.

• Identify and compete

for external funding

that supports and

extends the program

vision and mission.

• Identify and develop

infrastructure for

supporting research,

teaching, and

community

partnerships.

ODU MLIS SELF-STUDY 34

Strategic Goal 2 and Objectives

ODU

DCEPS

MLIS

Support student success: from

the first point of contact

through graduation and

beyond.

Provide highly rigorous and

effective programs based on

empirically supported best

practices for teaching and

learning.

Provide highly rigorous and

effective programs based on

empirically supported best

practices for teaching and

learning.

•

Create and execute a

comprehensive

Strategic Enrollment

Plan.

• Increase student

retention rates to 83

percent and graduation

rates to 60 percent.

• Maximize student

engagement and

satisfaction.

• Implement the campus

master plan to support

student success.

• Maximize

employment

placement for degree

completers.

•

Ensure that curriculum

meets the future

professional and career

needs of all students by

partnering with key

stakeholders to ensure

relevance of program

content and curriculum

design.

• Implement state-of-the-

art technologies to

reach and enrich the

broadest number of

high-quality students.

• Ensure students have

the knowledge, skills,

and dispositions to

serve as future leaders

in their chosen fields.

•

Refine and expand

program content and

curriculum design by

partnering with key

stakeholders to

ensure students have

the knowledge,

skills, and

dispositions to serve

as leaders in LIS

professions.

• Implement state-of-

the-art technologies

to attract, recruit,

and retain students to

the program who

reflect the diversity

of our communities.

• Engage in

continuous and

systematic

assessment of

student learning

outcomes to ensure

students have the

knowledge, skills,

and dispositions to

serve as future

leaders in their

chosen fields.

ODU MLIS SELF-STUDY 35

Strategic Goal 3 and Objectives

ODU

DCEPS

MLIS

Enrich the quality of

university life by supporting

a work-life experience

where both individual and

professional aspirations are

valued and encouraged for

personal well-being.

Promote service as an exchange

of social, intellectual, and

cultural resources with our

communities to address

challenges and support positive

growth.

Promote service as an

exchange of social,

intellectual, and cultural

resources with our

communities to address

challenges and support

positive growth.

•

Evaluate the quality

of university life.

• Develop a

comprehensive talent

management

initiative.

• Create a culture of

campus pride.

• Promote the

University’s

inclusive community

and encourage an

ethos of cultural

competence.

• Use technology to

better connect all

constituents of ODU.

• Promote the safety

and well-being of the

University

community.

•

Engage with our key

stakeholders to obtain

regular and systematic

feedback that focuses on

assessing mutual needs,

evaluating the quality of

Darden College of

Education &

Professional Studies'

impact, and

collaboratively

determining future

directions.

• Create sustainable

partnerships that serve

as spaces for research,

reflective practice, and

professional renewal.

• Provide added-value

learning opportunities

for faculty, students,

and community

stakeholders.

•

Engage key

stakeholders in

systematic planning

focused on assessing

our mutual needs,

participating in

continuous evaluation

and improvement,

and collaboratively

determining future

directions.

• Identify and sustain

partnerships with key

constituents for

research, reflective

practice and

professional renewal.

• Engage faculty,

students, and

community in value-

added learning

opportunities.

ODU MLIS SELF-STUDY 36

I.2 Clearly defined student learning outcomes are a critical part of the program's goals. These

outcomes describe what students are expected to know and be able to do by the time of

graduation. They enable a faculty to arrive at a common understanding of the expectations for

student learning and to achieve consistency across the curriculum. Student learning outcomes

reflect the entirety of the learning experience to which students have been exposed.

The following SLOs were developed with assistance from ODU’s Office of Institutional

Effectiveness and Assessment (OIEA). The SLOs are based on the ALA Standards for

Accreditation as well as discussions regarding what the field has expressed regarding what

library professionals need to know and be able to do, for example in the Core Competencies of

Librarianship, and various professional standards including those of AASL and SLA. SLOs have

been continuously reviewed by the faculty and MLIS Advisory Board. resulting in some

modifications as detailed above in I.1.1.

MLIS Program Student Learning Outcomes (SLOs)

Students will be able to:

1. Create innovative responses to the needs and interests of diverse and global communities.

2. Demonstrate leadership attributes for a variety of information environments.

3. Interpret and apply basic and applied research to improve their professional practice

4. Access, synthesize, and evaluate information to assist information seekers.

5. Integrate evolving technologies and theories that underpin their design, application, and

use with library and information services.

6. Analyze current and historical trends to forecast future directions of the library and

information field.

7. Create a plan for continuous professional development and lifelong learning.

To develop a shared understanding of the SLOs, faculty have mapped them to core classes and

assignments as depicted in Table 1.5 below.

ODU MLIS SELF-STUDY 37

Table 1.5

Mapping of SLOs to Core Courses and Assignments

Student Learning Outcomes

Core Courses

Assignments in Core

Courses

1. Create innovative responses to the

needs and interests of diverse and

global communities.

LIBS 608 Foundations of

Libraries and Information

LIBS 658 Knowledge

Resources: Planning,

Selecting, and Managing

Collections

LIBS 674 Library

Management and

Leadership

LIBS 677 Knowledge

Organization and Access

LIBS 668/669 Internship

Discussion Boards (608)

Collection plan (658)

Project budget,

Facilities redesign

(674)

Pathfinder (677)

Impact Project

(668/669)

2. Demonstrate leadership attributes

for a variety of information

environments.

LIBS 608 Foundations of

Libraries and Information

LIBS 674 Library

Management and

Leadership

LIBS 668/669 Internship

Issues in LIS Speaking

Notes (608)

Stakeholder presentation

(674)

Impact Project

(668/669)

3. Interpret and apply basic and

applied research to improve their

professional practice.

LIBS 608 Foundations of

Library and Information

LIBS 658 Knowledge

Resources: Planning,

Selecting, and Managing

Collections

LIBS 668/669 Internship

Issues in LIS & Future

Trends Annotated

Bibliographies (608)

Environmental scan &

Collection analysis

(658)

Impact Project

(668/669)

ODU MLIS SELF-STUDY 38

4. Access, synthesize, and evaluate

information to assist information

seekers.

LIBS 608 Foundations of

Libraries and Information

LIBS 677 Knowledge

Organization and Access

LIBS 668/669 Internship

Library Research

Fundamentals Modules

(608)

Search strategies (677)

Impact Project

(668/669)

5. Integrate evolving technologies and

theories that underpin their design,

application, and use with library and

information services.

LIBS 608 Foundations of

Libraries and Information

LIBS 677 Knowledge

Organization and Access

LIBS 668/669 Internship

Open e-Portfolio and

Resource Curation (608)

Classification and

Subject headings (677)

Impact Project

(668/669)

6. Analyze current and historical

trends to forecast future directions of

the library and information field.

LIBS 608 Foundations of

Libraries and Information

LIBS 658 Knowledge

Resources: Planning,

Selecting, and Managing

Collections

LIBS 677 Knowledge

Organization and Access

Future trends in LIS

presentation (608)

Collection analysis

(658)

Practicum presentation

(677)

7. Create a plan for continuous

professional development and lifelong

learning.

LIBS 608 Foundations of

Library and Information

LIBS 674 Library

Management and

Leadership

LIBS 668/669 Internship

Resource Curation (608)

Leadership strengths

assessment and Resume

(674)

Impact Project

(668/669)

ODU MLIS SELF-STUDY 39

Table 1.6 below demonstrates how these MLIS Student Learning Outcomes address the eight

elements of I.2 with a sampling of courses and experiences beyond the Core Courses in the

MLIS. A matrix (120) also shows where the SLOs are represented in MLIS coursework. The

SLOs, courses, and other program experiences have also been mapped to the ALA Accreditation

Standards in Table 1.6. A narrative discussion of each element follows.

Table 1.6

Sample of MLIS Courses and Student Experiences Aligned with SLOs and ALA Accreditation

Standards

ALA Accreditation Standards

MLIS SLOs

Sample of Courses

& Experiences

I.2.1 The essential character of the

field of library and information

studies

6. Analyze current and historical

trends to forecast future

directions of the library and

information field.

LIBS 609 History of

Books and Libraries

LIBS 680 Culturally

Responsive

Librarianship

Summer Institute

New Student

Orientation

I.2.2 The philosophy, principles,

and ethics of the field

2. Demonstrate leadership

attributes for a variety of

information environments.

LIBS 644 Literature

and Media for Young

Adults

LIBS 690 Seminar in

Academic Libraries

ePortfolio

I.2.3 Appropriate principles of

specialization identified in

applicable policy statements and

documents of relevant

professional organizations

7. Create a plan for continuous

professional development and

lifelong learning.

LIBS 602 Production

of Instructional

Media

LIBS 655 Methods &

Strategies for the

School Library

LIBS 690 Seminar in

Academic Libraries

ePortfolio

I.2.4 The importance of research

to the advancement of the field's

knowledge base

3. Interpret and apply basic and

applied research to improve their

professional practice.

LIBS 612 Research

Methods in LIS

LIBS 681

Assessment &

Research in LIS

ODU MLIS SELF-STUDY 40

I.2.5 The symbiotic relationship of

library and information studies

with other fields

6. Analyze current and historical

trends to forecast future

directions of the library and

information field.

LIBS 693 Seminar in

Archives and Special

Collections

Summer Institute

I.2.6 The role of library and

information services in a diverse

global society, including the role

of serving the needs of

underserved groups

1. Create innovative responses to

the needs and interests of diverse

and global communities.

LIBS 656 User

Services and

Programming

LIBS 680 Culturally

Responsive

Librarianship

ePortfolio

I.2.7 The role of library and

information services in a rapidly

changing technological society

5. Integrate evolving

technologies and theories that

underpin their design,

application, and use with library

and information services.

LIBS 603 Online

Resources for

Teaching

LIBS 676 Library

Media Services & the

Curriculum

ePortfolio

I.2.8 The needs of the

constituencies that the program

seeks to serve

1. Create innovative responses to

the needs and interests of diverse

and global communities.

LIBS 693 Seminar in

Archives and Special

Collections

Summer Institute

ePortfolio

Student Learning Outcomes address:

I.2.1 The essential character of the field of library and information studies

This standard is addressed through SLO 6, in which students will be able to “analyze current and

historical trends to forecast future directions of the library and information field.” Exploration of

the essential character of the field often begins with the first inquiry from prospective students as

they meet with a faculty member to discuss their interests in the field and possible coursework.

Early in the program, all students take the LIBS 608 Foundations of Libraries and Information

course (18a), which focuses on the essential character of the field. Students analyze trends in

many classes but are assessed on this task in LIBS 677 Knowledge Organization and Access,

which looks both at the history and the future of LIS (18b). A personal philosophy statement in

the ePortfolio provides further opportunity for students to address the meaning and character of

the field (19, 20).

ODU MLIS SELF-STUDY 41

I.2.2 The philosophy, principles, and ethics of the field

This standard is addressed through SLO 2, in which students will be able to “demonstrate

leadership attributes for a variety of information environments.” The philosophy, principles, and

ethics of LIS are deeply embedded in the essential character of the field. These are found in the

Foundations of Libraries and Information course, LIBS 608 (18a). Ethics and core principles are

also considered part of leadership instruction in LIBS 674 Library Management and Leadership

(18c) and in LIBS 658 Knowledge Resources: Planning, Selecting, & Managing Collections

(18d). Additionally, students are expected to display ethical behavior in all coursework related to

attribution and copyright. These expectations are introduced in LIBS 608 Foundations of

Libraries and Information and are reinforced throughout the program.

I.2.3 Appropriate principles of specialization identified in applicable policy statements and

documents of relevant professional organizations

This standard is addressed through SLO 7, in which students will be able to “create a plan for

continuous professional development and lifelong learning.” In LIBS 608 Foundations of

Libraries and Information, students explore the variety of specializations in the library and

information profession. In this course, they identify a specialization of interest and curate a

collection of documents and other materials related to relevant professional specializations (18a).

This curation assignment introduces the ePortfolio to students. Students continue to encounter

the principles, policies, and professional organizations representing various specializations in

further coursework in school librarianship (18e), academic librarianship (18f), public

librarianship (18g), and archives and special collections (18y).

Standards statements from multiple organizations, such as ALA/AASL/CAEP’s Standards for

Initial Preparation of School Librarians, YALSA’s Core Professional Values for the Teen

Services Profession, ACRL’s Proficiencies for Assessment Librarians and Coordinators, and

RUSA’s Professional Competencies for Reference and User Services Librarians have been

aligned with specific courses to which they apply. These alignments are detailed in a matrix

(120).

I.2.4 The importance of research to the advancement of the field's knowledge base

This standard is addressed through SLO 3, in which students will be able to “interpret and apply

basic and applied research to improve their professional practice.” Research-active faculty are

very interested in communicating the importance of advancing the field’s knowledge base. This

focus is conveyed through assignments to read research studies in each of the core classes (18a,

18d, 18c, 18b). Additionally, specific courses are dedicated to library research, including

conducting action research in library and information settings (18i). The ability to collect and

ODU MLIS SELF-STUDY 42

analyze community data is assessed in LIBS 658 Knowledge Resources: Planning, Selecting &

Managing Collections, during which students complete and analyze a community scan in order

to create a plan for developing a collection (18d).

I.2.5 The symbiotic relationship of library and information studies with other fields

This standard is addressed through SLO 6, in which students will be able to “analyze current and

historical trends to forecast future directions of the library and information field.” Information

and technology permeate our society, implying a symbiotic relationship with those in the LIS

profession. Often students come to the MLIS Program with knowledge and experience in other

fields and have already identified relationships with those fields and their future in the LIS field.

These understandings are deepened in coursework across the program. In LIBS 677 Knowledge

Organization and Access, this standard is assessed through assignments that focus on technology

and the future of knowledge organization and access (18b).

I.2.6 The role of library and information services in a diverse global society, including the role

of serving the needs of underserved groups

This standard is addressed through SLO 1, in which students will be able to “create innovative

responses to the needs and interests of diverse and global communities.” Providing services and

access to underserved groups is a deeply held value of MLIS faculty that is frequently

communicated to students and expressed in the program mission. One of the four guiding

principles for the MLIS program is to focus “on the preparation of culturally-responsive

librarians who can provide resources and services for increasingly diverse communities for the

Commonwealth of Virginia, the nation, and the world.” MLIS Advisory Board members and

other constituents frequently single out this objective to be of high importance (2).

An emphasis on diversity, inclusion, and serving underserved groups’ needs is introduced in

LIBS 608 Foundations of Libraries and Information and reinforced in every core class and

throughout the program (18). This is assessed in LIBS 658 Knowledge Resources: Planning

Selecting & Managing Collections, in which students create a collection plan to meet the

identified needs of a community (18d). Other opportunities have also been used, such as the

theme of equity, diversity, and inclusion for the 2019 Summer Institute (21). Students are also

expected to address diversity and inclusion in the internship experience (18j, 18k) and the

ePortfolio (19, 20).

I.2.7 The role of library and information services in a rapidly changing technological society

This standard is addressed through SLO 5, in which students will be able to “integrate evolving

technologies and theories that underpin their design, application, and use with library and

ODU MLIS SELF-STUDY 43

information services.” Students begin to navigate a rapidly changing technological society from

the onset, when they are immersed in the technologies required to participate in an online

program, including an array of library and information services needed for academic study. They

are also introduced to the role of libraries and information in our technological society in LIBS

608 Foundations of Libraries and Information (18a) and are assessed in LIBS 677 Knowledge

Organization and Access, in which students must “integrate evolving technologies and theories

into user services” (18b). Students also open an ePortfolio in LIBS 608 using Wordpress

software that they will continuously add to with assessment at the end of the program (19, 20).

I.2.8 The needs of the constituencies that the program seeks to serve

This standard is addressed through SLO 1, in which students will be able to “create innovative

responses to the needs and interests of diverse and global communities.” Student Learning

Outcomes address the needs of the employers and other constituencies that the program serves

through an emphasis on practical experiences. For example, in LIBS 608 Foundations of

Libraries and Information, students visit academic, public, school, and special libraries to be

introduced to various employers and to conduct an informational interview with a potential

employer (18a). In LIBS 658 Knowledge Resources: Planning, Selecting & Managing

Collections, students conduct an assessment of the needs of a community served by a library or

other information workplace (18d). All students are required to complete an internship in a

library or information workplace to gain experience desired by potential employers.

I.3 Program goals and objectives incorporate the value of teaching and service to the field

Service and teaching are clearly expressed in the University’s Mission Statement, “rigorous

academic programs, strategic partnerships, and active civic engagement” and in the College

mission, “To advance our communities through research, teaching, and service activities that

reflect our commitment to excellence, innovation, and transformation.” These mission statements

are further delineated in the University and DCEPS Strategic Plans. DECPS has operationalized

these through Strategic Goals and Objectives. Table 1.4 shows the alignment of the MLIS

Program’s Strategic Goals and Objectives to the University and DCEPS Strategic Plans. The

values of teaching and learning are threaded throughout these program objectives but most

explicitly in the program strategic objectives listed in Table 1.7. Bold type is used to highlight

language related to teaching and service.

ODU MLIS SELF-STUDY 44

Table 1.7

Values of Teaching and Service Expressed in MLIS Strategic Program Objectives with key terms

in bold

Teaching

● Engage faculty, students, and community in value-added learning opportunities.

● Refine and expand program content and curriculum design by partnering with key

stakeholders to ensure students have the knowledge, skills, and dispositions to serve as

leaders in LIS professions.

● Engage in continuous and systematic assessment of student learning outcomes to

ensure students have the knowledge, skills, and dispositions to serve as future leaders

in their chosen fields.

Service

● Engage key stakeholders in systematic planning focused on assessing our mutual

needs, participating in continuous evaluation and improvement, and

collaboratively determining future directions.

● Identify and sustain partnerships with key constituents for research, reflective

practice, and professional renewal.

● Engage faculty, students, and community in value-added learning opportunities.

I.4 Within the context of these Standards each program is judged on the extent to which it attains

its objectives. In accord with the mission of the program, clearly defined, publicly stated, and

regularly reviewed program goals and objectives form the essential frame of reference for

meaningful external and internal evaluation.

The goals and objectives of the MLIS Program stated in the strategic plan are publicly available

on the program website. As a new degree, the MLIS relies on this strategic plan to guide

meaningful evaluation of areas where the program should grow. As an example, the MLIS

program has planned to develop new coursework to meet the strategic objective: “Refine and

expand program content and curriculum design by partnering with key stakeholders to ensure

students have the knowledge, skills, and dispositions to serve as leaders in LIS professions.”

Discussions of new courses can be found in program minutes (See 5/25/21 1j; 11/4/20 1i,

8/19/20 6c ), Advisory Board discussions (2h, 2i, 2d), Curriculum meetings (121), and surveys

(22). Table 1.8 below shows how multiple strategic objectives framed discussions and planning

for a course or certificate in archival studies.

ODU MLIS SELF-STUDY 45

Table 1.8

Strategic Framing of a Curricular Decision

Strategic Objective

Date

Evaluation of Need for Archival Studies

Based on External and Internal

Stakeholder Input

Implement state-of-the-art technologies

to attract, recruit, and retain students to

the program who reflect the diversity of

our communities.

2019

Email inquiries from students who learned

about our program online ask about

certificate or coursework in Archival

studies (133).

Engage key stakeholders in systematic

planning focused on assessing our mutual

needs, participating in continuous

evaluation and improvement, and

collaboratively determining future

directions.

2018

Responses to Employer & Potential student

surveys mention archives as area of interest

(3, 4)

2020

One question survey of current students

about course interests (22)

2019

Discuss with Advisory Board (2d)

Identify and compete for external funding

that supports and extends the program

vision and mission.

2020

NEH Grant Proposal with Library, History,

Records Manager & Computer Science

(55)

2020

IMLS Grant Proposal with Library,

Computer Science & Cybersecurity

(reported to Advisory Board Dec. 2020, 2f)

Identify and develop infrastructure for

supporting research, teaching, and

community partnerships.

2019

Met with Dean of Graduate School, history

& art faculty, Records Manager, and

Director of Barry Art Museum to discuss

potential certificate in archival studies

(reported to Advisory Board Meeting, Dec.

2019, 2d).

ODU MLIS SELF-STUDY 46

2021

Hired Jessica Ritchie, Head of Special

Collections and University Archives, ODU

Libraries as adjunct faculty to teach

Seminar in Archives and Special

Collections.

Refine and expand program content and

curriculum design by partnering with key

stakeholders to ensure students have the

knowledge, skills, and dispositions to

serve as leaders in LIS professions.

2020

Collaborated with Jessica Ritchie, Head

of Special Collections and University

Archives to develop and submit syllabus

and course: LIBS 693, Seminar in Archives

and Special Collections (18y)

Dr. Kimmel reports on attending ALISE

session about Archival coursework (1f

see Oct. 2, 2019).

Engage faculty, students, and community

in value-added learning opportunities.

2021

Offer Seminar in Archives and Special

Collections as Special Topics LIBS 695 for

Summer 2021

I.4.1 The evaluation of program goals and objectives involves those served: students, faculty,

employers, alumni, and other constituents.

MLIS Advisory Board Feedback

The MLIS Advisory Board is composed of academic, public, and school library directors, along

with a student and an alumni representative. Members of this board also include MLIS faculty,

DCEPS administration, and a data science faculty from the College of Sciences. The first

meeting of the MLIS Advisory Board included a review of plans for the MLIS, along with

discussions of the vision, mission, and curriculum (2a). The MLIS Advisory Board continues to

convene for the review of these program elements at bi-annual meetings (2).

Student Feedback

To involve students' feedback in the evaluation of SLOs, the MLIS Program uses Student

Opinion Surveys and the Student Advisory Committee. The Student Opinion Surveys elicit

student feedback about courses, instructors, and course delivery (on site). Faculty encourage

voluntary participation. Data from the surveys are shared with individual faculty after the

submission of grades and are often used to make changes to assignments or readings. Faculty

ODU MLIS SELF-STUDY 47

also submit copies of these surveys with their annual Faculty Information Sheets (on site) and

receive feedback as part of their evaluation for promotion and tenure.

Through the Student Advisory Committee, faculty take the opportunity to solicit student

feedback on multiple issues, including the program’s vision, mission, goals, and objectives. The

MLIS faculty also meet with a Student Advisory Committee at least twice a year (9).

In addition to the Student Opinion Survey and the Student Advisory Committee, the MLIS

faculty requests feedback from current students through one-question surveys every one to two

months, with 8-10 distributions each year (22). The surveys typically ask close-ended questions

or require very brief responses to elicit as high a response rate as possible. The one-question

surveys are a valuable tool for low-stakes, informal feedback for continuous evaluation and

student perceptions of the program.

Employer Feedback

The faculty have instituted an annual survey of organizations that have recently employed

students or graduates for the MLIS Program. This survey was launched for the first time in Fall

2020 (23). The anonymous survey focuses on perceptions of satisfaction with the graduate’s

performance, the graduate’s preparedness for the workforce, and the employer’s likelihood of

hiring another graduate.

Alumni Feedback

Improving the feedback loop with alumni from the program is a continuing effort. Graduates

from the previous year are surveyed in January (24, 25). The MLIS Program has begun to collect

contact information from alumni since the program’s inception in August 2019 and will continue

to do so (available on site). Faculty meet with alumni at conferences (96) and also receive email

from individual graduates (95).

Other Constituent Feedback

The program publicly shares its stated goals and objectives during meetings and presentations

with stakeholders at state conferences (26, 27, 28, 29), by updating the website, and by holding

an online town hall for students, alumni, and other stakeholders (30, 113).

I.5 The program has explicit, documented evidence of its ongoing decision-making processes and

the data to substantiate the evaluation of the program’s success in achieving its mission, goals,

and objectives.

A Weave Academic Assessment Report is due each year on September 30. This process is

designed to systematically analyze student learning and use the information to make

modifications to improve our programs. In 2020, in preparation for the university's

ODU MLIS SELF-STUDY 48

reaccreditation, the 2019-2020 report was reviewed by both the Office of Institutional

Effectiveness & Assessment and by a committee of faculty with two representatives from each

college. The purpose of this review was to provide developmental feedback related to three key

steps in the assessment process:

1. Identifying expected outcomes

2. Assessing the extent to which the program achieves those outcomes

3. Providing evidence of seeking improvement based on analysis of results

MLIS received exemplary or meets standards on all learning outcomes with this overall

comment: “The report includes a clear connection between the use of assessment results and

modifications to improve student learning outcomes within the program. This is excellent.” (118)

I.6 The program demonstrates how the results of the evaluation are systematically used to

improve the program and to plan for the future.

Numerous instances of changes to the program have resulted from the systematic analysis of the

mission, goals, and student learning outcomes. MLIS systematic planning seeks to coordinate

systems and processes that are already in place to create a cycle of review, assessment,

improvement, and communication and to plan for the future. An example is shared below and

summarized in Table 1.9. Academic cycles of admissions, semesters, and graduation necessitate

the attention of the faculty and the GPD and provide clear points in the calendar to review,

assess, improve, and communicate expectations for program objectives and SLOs. For example,

recruitment for admissions occurs in the fall and spring. It provides the opportunity for the MLIS

Program to reach out to constituencies with information about the program, including mission,

curriculum, and the values and special features of the program (66). Inquiries from prospective

students also drive program efforts to improve communication through the website and other

venues. For example, prospective students frequently asked about coursework leading faculty to

enlarge the Academics page on the website to include more information about potential

pathways in the degree. The demographics of admitted/enrolled students (Table 4.2) allow

faculty to evaluate efforts at diversity. Questions from newly admitted students have led to the

development of orientation webinars (93) and early enrollment of students in the Blackboard

Organization Space (on site).

ODU cycles of assessment, curriculum development, and faculty evaluation also follow a

prescribed annual calendar and systematically drive future program improvement. For example,

changes to the Graduate Catalog must be made in February; most of these changes first require

approval through the departmental and college curriculum committees in the fall of each year.

Proposed changes to courses or new course proposals are thus best submitted by October of each

year. For the MLIS Program, this often means that needed changes identified in spring program

meetings are shared with the MLIS Advisory Board at the annual July meeting and finalized by

ODU MLIS SELF-STUDY 49

the MLIS faculty at the August retreat. These changes are put through the curriculum approval

process in the fall. An example of this is the Advanced Cataloging course which was discussed at

the Curriculum Committee meeting in May 2021 (121) and is on the agenda for the July 2021

Advisory Board meeting. The course proposal will go through the curriculum process in Fall

2021 to be listed in the 2022-23 graduate catalog.

A comprehensive example concerns the program’s mission “to prepare socially responsible

graduates.” The MLIS program’s commitment to diversity, equity, and inclusion has guided

multiple conversations and decisions regarding recruiting for diverse students, student learning

outcomes, and hiring plans. In 2017, faculty interviewed stakeholders as part of the Design

Thinking cohort resulting in a presentation that foregrounded diversity (127). From the

beginning, diversity has been on the agenda for Advisory Board meetings (2a, 2e). An early

observation from the Advisory Board was that paraprofessional staffs in Virginia libraries were

more diverse than professional staffs and might serve as a target for recruiting to the MLIS (2a).

In the May 9, 2019 program minutes, Dr. Kimmel reported this was the case in her presentation

to the paraprofessional staff from ODU libraries (1d). Recruitment webinars have been

advertised through library directors, who were encouraged to share with their paraprofessional

staffs (71). In Summer 2019, the program’s Summer Institute had a diversity focus (21); this was

discussed and decided in the January 2019 faculty meeting (1d, see item 20) in response to

Advisory Board observations and other feedback about the importance of addressing diversity to

the library community. The first Student Learning Outcome focuses on responsiveness to diverse

communities (11). Faculty discussed Weave findings regarding this SLO in the minutes for the

September 2019 meeting with the observation, “students recognize diversity but have difficulty

going deeper than surface level” (1f) and again in the 2019-20 Weave Report: “While students

can identify diversity they may not yet fully integrate it with their philosophy of librarianship”

(5). A decision was made to focus on this SLO during the 2020-2021 academic year (14)

followed by discussions in program minutes (See Dec. 2, 2020 1i; April 21, 2021 1j), a one-

question survey to students (22), and proposed revisions to course assignments (e.g. LIBS 608

discussion boards 18a and LIBS 674 Facilities Plan 18c). Hiring diverse faculty to join the MLIS

has also been a priority as evidenced by the diversity plan for a recent search (62). Table 1.9

below summarizes decisions and evaluation of diversity initiatives by the MLIS program.

ODU MLIS SELF-STUDY 50

Table 1.9

Decision-making, Data, and Plans for Improvements Related to Diversity

Evidence of

decision-making

Data used to

evaluate

Plans for improvement and

the future

Recruiting

students for

diversity

Design thinking

(127)

Advisory Board

Meetings (2a, 2e)

Program minutes

(1d)

Student demographics

(Table 4.2)

Future Information

Professionals Organization

(ODU undergraduates) (69)

Student

learning (SLO

#1)

MLIS Program

Minutes (1f, 1i,

1j)

Curriculum

Meeting (121)

Weave data (005, 12)

Student surveys (22)

Course assignments

Weave discussions (14)

Weave action steps (005, 12)

Hiring a diverse

faculty

Design thinking

(127)

Advisory Board

Meeting (2j)

Program minutes

(Feb. 3, 2021 1j)

Demographic data of

full and part-time

faculty

Diversity hiring plan (62)

Email seeking emergency hire

(136).

Additional examples of how data have informed program improvements are detailed below in

Tables 2.5, 2.6 and 4.11 and Figure 4.2.

Faculty Research

Beyond the scheduled calendar of program evaluation, faculty have a history of engaging in

systematic research regarding the program. Findings from this research have been shared in

conference presentations and journal publications. A sample of these studies, including the

changes made to the program, is included in Table 1.10.

ODU MLIS SELF-STUDY 51

Table 1.10

Faculty Research on the MLIS Program

Publication/Presentation

Sample of findings/changes

Marken, J. A., & Dickinson, G. K. (2013).

Perceptions of community of practice development

in online graduate education. Journal of Education

for Library and Information Science, 54(4), 299-

306. (61a)

Burns, E. A.; Howard, J. K.; & Kimmel, S. C.

(2016). Development of communities of practice in

school library education. Journal of Education for

Library & Information Science, 57(2): 101-111.

(61b)

Kimmel, S. C., Burns, E., & DiScala, J. (2019).

Community at a distance: Employing a community

of practice framework. Journal of Education for

Library and Information Science, 60(4). (61c)

Value of Community of Practice shared

as part of recruitment, orientation, and

early courses in the program.

Draft forums, online office hours, and

face-to-face meetings at state

conferences were established as

program norms.

Kimmel, S. C., & Hartsfield, D. E. (2019). Does

ALA Ban Books? Examining the Discourse of

Challenged Books. Library Quarterly, 89(3), 217-

231. (61d)

Assignment changed to encourage

critical thinking about a radical change

in children’s literature/reading

autobiographies to encourage self-

reflection about childhood reading.

Burns, E., Kimmel, S. C., & DiScala, J. (2019). E-

Advising: Expanding advising for distance LIS

students. Journal of Library & Information Services

in Distance Learning. (61e)

Adjustments were made to advising

based on student responses to surveys

on advising in an online program.

DiScala, J., Burns. E., & Kimmel, S. C. (2020). Pre-

service school librarians’ perceptions of research

pedagogy: An exploratory study. School Library

Research, 23. (61f)

Re-development of research course

LIBS 612 with an increased focus on

action research.

Integration of research in other courses,

including annotated bibliographies,

discussion boards, and pre/post test

student learning assignments.

Burns, E. (2020) Reflective School Library

Practitioners: Use of Journaling to Strengthen

Practice. School Library Research, 23, 1-16. (61g)

Developed journaling used throughout

school library courses, introduced in

early coursework and continued through

internship to maintain reflective

practice.

ODU MLIS SELF-STUDY 52

Standard II: Curriculum

II.1 The curriculum is based on goals and objectives and evolves in response to an ongoing

systematic planning process involving representation from all constituencies. Within this general

framework, the curriculum provides, through a variety of educational experiences, for the study

of theory, principles, practice, and legal and ethical issues and values necessary for the

provision of service in libraries and information agencies and in other contexts. The curriculum

is revised regularly to keep it current.

The MLIS Program is a minimum 30 credit graduate program. Four required core courses and a

required internship constitute the strong foundation of the program to meet the mission “to

prepare socially responsible graduates for fulfilling library and information careers characterized

by ethical practice, professional values, analytical skills, leadership, and lifelong learning.” The

core courses provide for the study of theory, principles, practice, and legal /ethical issues and

values necessary for the provision of library and information services.

Upon completion of the MLIS Program, students are equipped to demonstrate competence in the

seven student learning outcomes (SLO). These learning outcomes were developed as overarching

goals and objectives for the program. The seven SLOs listed below were developed and refined

through a systematic process of input gathered from the MLIS Advisory Board, students, and

faculty.

Students will be able to:

1. Create innovative responses to the needs and interests of diverse and global communities.

2. Demonstrate leadership attributes for a variety of information environments.

3. Interpret and apply basic and applied research to improve their professional practice.

4. Access, synthesize, and evaluate information to assist information seekers.

5. Integrate evolving technologies and theories that underpin their design, application, and

use with library and information services.

6. Analyze current and historical trends to forecast future directions of the library and

information field.

7. Create a plan for continuous professional development and lifelong learning.

An initial draft of the SLOs was created by MLIS Program faculty and representatives from the

Office of Institutional Effectiveness and Assessment in 2017. These SLOs were then revised by

the MLIS Advisory Board in July 2019 (2c). They were later shared with stakeholders at a Town

Hall (113) and through surveys (22, 111) with opportunity for feedback.

In December 2017, the faculty held an all-day curriculum meeting to discuss the ePortfolio and

aligning curriculum and coursework with the SLOs developed for the new MLIS (33). Each core

ODU MLIS SELF-STUDY 53

course outlines course competencies, with major assignments aligned to the MLIS Program

Student Learning Outcomes (SLOs) as demonstrated in Table 1.5. As outlined in Table 2.1

below, the core courses provide a common foundation for all students to address “the study of

theory, principles, practice, and legal and ethical issues and values necessary for the provision of

service in libraries and information agencies and in other contexts.” The course descriptions

demonstrate the focus along with the objectives or competencies met in each course. Full

descriptions of each course can be found in the course syllabi (18).

Table 2.1

Core and Internship Course Descriptions and Objectives

Core Course

Course Description and Objectives

LIBS 608

Foundations of

Libraries and

Information

(18a)

3 credit hours

This course provides social, cultural, and historical perspectives on

libraries and librarianship. The purpose, functions, and processes of

information and library science are explored. Current types of libraries

and information agencies are explored including certification and

licensure for various specialties. Legal, ethical, advocacy, and

economic policies, trends, and positions are addressed.

• Students will explore the history and development of libraries,

studying the challenges and issues that face information

professionals.

• Students will identify different types of libraries and library

agencies and understand the functions in each institution.

• Students will establish an awareness of the policy and ethical

issues of the library and information professions and develop

an understanding of the basic principles of intellectual

freedom.

• Students will demonstrate an awareness of the literature of

library and information science, and the diversity of scholarly

research activity.

ODU MLIS SELF-STUDY 54

LIBS 658

Knowledge

Resources:

Planning, Selecting

& Managing

Collections

(18d)

3 credit hours

Examines the concepts and issues related to the lifecycle of recorded

knowledge and information including emerging technologies.

Addresses fundamentals of planning, selecting, analyzing, managing,

and developing collections and technology resources for diverse

communities.

• Discuss the life cycle of recorded information including

technological advancements and implications.

• Discuss the steps in collection development and identify the

factors in the library community that affect the collection

development process.

• Apply evaluative criteria and use selection aids to develop a

collection of print and digital materials and tools to support the

needs and interests of the library community.

• Complete a needs assessment; plan and conduct an evaluation

of one portion of a library’s collection; and develop and

implement a collection development plan including specific

print and digital resources for that portion of the collection.

• Create and share a presentation of the plan for community

stakeholders.

LIBS 674

Library

Management and

Leadership

(18c)

3 credit hours

An examination of the critical issues concerning the leadership and

management of a library. Students will explore the issues involved in

building library programs to include considerations of physical space,

budgetary decisions, and personnel.

• Discuss critical issues in leadership, administration, and

management.

• Engage in community assessment and strategic planning for

library programs and services.

• Analyze and redesign library spaces and facilities to meet

community needs.

• Apply budgetary principles to library programs, services, and

initiatives.

• Identify sources of potential funding, including foundations,

grants, and private donors.

• Communicate the organizational mission, vision, and planning

to identified stakeholders.

• Evaluate and assess strategic planning and library

administration.

• Analyze and model leadership issues in the supervision of

personnel.

ODU MLIS SELF-STUDY 55

LIBS 677

Knowledge

Organization and

Access

(18b)

3 credit hours

Describes the fundamentals whereby library materials are uniformly

described and made available through recognized cataloging,

processing, organizing and accessing of materials. In this course,

students will develop the ability to apply and adapt the principles of

classifying and cataloging and will understand how these fundamental

skills fit into the broader area of technical processing and how they

support the principles of services in the library.

• Apply search techniques to digital resources, such as on-line

databases and the Internet, to locate information.

• Prepare curated bibliographies and guidance for locating

resources of interest or need.

• Identify foundational concepts, classification, organization and

retrieval of information.

• Organize library collections according to current library

description, cataloging, and classification principles and

standards.

• Identify a variety of practices related to organization and use

of library resources.

• Identify current and evolving trends in knowledge organization

and information access.

LIBS 668

Internship in

Libraries and

Information

Workplaces

(18j)

3 or 6 credit hours

Students will work in a library or related workplace, fully participating

in the day-to-day operations including administrative tasks,

instruction, and/or other programming and services. Students taking

this course for school library endorsement may have additional

requirements/prerequisites.

• Assess personal/social suitability for the profession and

evaluate choice of information organization interest

• Participate in a variety of functions assigned to an information

professional through planned, sequenced activities in a

semester-long program.

• Experience a variety of functions of an information

professional through planned, sequenced activities.

• Apply principles and methods from the knowledge base of the

professional program

• Gain experience and awareness of working with individuals

from various population groups and backgrounds

• Share and receive feedback, to include structured observations

with site supervisor and university faculty

• Self-evaluate and reflect on practice and use of evidence-based

problem-solving throughout the experience

ODU MLIS SELF-STUDY 56

Beyond the required core courses, students are advised into at least three additional courses that

address a specialization in the field. Originally, three concentration pathways were developed to

build on the strengths of the existing school library program: school librarianship, youth services,

and assessment and evaluation. Subsequently, stakeholders requested coursework in additional

specialization areas, specifically academic libraries, public libraries, and instructional

librarianship (36, 134). Students are directed into coursework to support these educational

pathways based on career goals.

Students are encouraged to pursue career goals through selection of specific coursework and a

plan of study during advising. Upon entrance to the program, all students are assigned a faculty

advisor. Plan of Study forms provide guidance in selecting appropriate courses (37, 38). Along

with a recommended three courses (9 credit hours) from a selected pathway, students have a

minimum of two elective courses to complete in their chosen pathway or to develop expertise in

an additional area. Students also complete a required internship (39) to complement their area of

focus and interest. A complete list of MLIS Program courses and descriptions can be located in

the Graduate Catalog and in this handout shared with students (40). Students work closely with

their assigned faculty advisor to identify a plan of study, coursework, electives and internship

opportunities to best meet their career and academic goals. A rotation of program course

offerings (41) is available to students to further assist in planning.

Through a systematic planning process, the curriculum is reviewed frequently. The MLIS

Program faculty are responsible for the regular review of program curricula. Each core course

has a full-time faculty member assigned to it for oversight of curriculum review. Curriculum

review includes evaluating student feedback, reviewing current literature, and updating

assignments and rubrics. Survey feedback from students and input from part-time faculty also

inform the revision process. MLIS Program faculty reviews curriculum through regular,

formalized meetings. Meeting minutes document these discussions (1). Faculty meet in the

spring to review, revise, and align curriculum. A subcommittee of the MLIS Advisory Board

dedicated to curriculum meets separately at least once a year.

To determine areas for change and revision, the MLIS Program uses several measures. Data are

gathered from student opinion surveys, course rubrics aggregated through Livetext, and frequent

input from multiple constituents. Alumni, the MLIS Advisory Board, internship supervisors and

clinical mentors, as well as full-time and part-time faculty and students, provide input to align

course goals and objectives with program goals, offering an assessment of how courses can be

strengthened.

Systematic review of assessment measures and candidate performance occurs annually and is

included in program Weave assessment reports (5, 12) submitted to the university Office of

Institutional Effectiveness and Assessment. The Graduate Program Director conducts an annual

ODU MLIS SELF-STUDY 57

review of the program catalog for changes and alignment to updated college and university

policy. Additionally, for the school library concentration, as part of educator preparation,

additional data, including the Teacher Education Exit Survey (42) and an Employer Survey (43),

address the alignment of program coursework with candidate job preparation. These measures

allow for systematic review of current course content as well as an opportunity to suggest

revisions. Feedback may also be used to suggest development of new courses that address

current topics in the field.

New courses, as well as changes to existing courses and programmatic changes such as

requirements for continuance or graduation, may be proposed and systematically reviewed

through an established process. A committee comprised of representatives from each program

within the department of STEM Education and Professional Studies (STEMPS) reviews and

approves these changes to courses and curricula. Department and College curricular change

forms (44) can be found in the Academic Affairs Graduate Curriculum Manual. The College of

Education and Professional Studies (DCEPS) has a curriculum committee representing each

department that approves all major curricular changes to programs. Final approval for curriculum

changes rests with the Graduate School prior to revision in the catalog.

II.2 The curriculum is concerned with information resources and the services and technologies

to facilitate their management and use. Within this overarching concept, the curriculum of

library and information studies encompasses information and knowledge creation,

communication, identification, selection, acquisition, organization and description, storage and

retrieval, preservation and curation, analysis, interpretation, evaluation, synthesis,

dissemination, use and users, and management of human and information resources.

The MLIS Program has a set of core courses developed to demonstrate how students are exposed

to the requisite curriculum. Required skills, information, and knowledge are embedded in the

program of study. Communication, analysis, interpretation, evaluation, and syntheses are all

hallmarks of graduate education and expected in coursework throughout the MLIS. The creation

and dissemination of knowledge and information are emphasized in course products and

showcased in the student’s ePortfolio. The identification, selection and acquisition of materials

are encompassed in a core course, LIBS 658; management of human and information resources

in LIBS 674; and organization, description, storage and retrieval, preservation and curation in

LIBS 677. Attention to use and users are introduced in LIBS 608 and emphasized throughout the

program. Course descriptions and learning outcomes or competencies for the core MLIS courses

were provided in Table 2.1. Additionally, courses are mapped to the program Student Learning

Outcomes (SLOs) in a Course Matrix (45). Course competencies or objectives for all elective

courses can be found in course syllabi (18). The program also maps the SLOs to course content

and assignments to ensure all students obtain the requisite knowledge (see Table 1.5).

ODU MLIS SELF-STUDY 58

The Curriculum

The program considered each requisite knowledge element when writing Student Learning

Outcomes and establishing the core curriculum. Table 2.2 demonstrates how these elements are

met through SLOs and coursework.

Table 2.2

Alignment of Standards Elements with SLOs and Curriculum

Standard’s Element

SLO

Core Course

Curriculum Item is

Addressed

II.2.1

Fosters development of library and information

professionals who will assume a leadership role in

providing services and collections appropriate for the

communities that are served

1, 2

LIBS 608

LIBS 674

LIBS 668/9

II.2.2

Emphasizes an evolving body of knowledge that reflects

the findings of basic and applied research from relevant

fields

LIBS 608

LIBS 658

LIBS 668/9

II.2.3

Integrates technology and the theories that underpin its

design, application, and use

LIBS 608

LIBS 677

LIBS 668/9

II.2.4

Responds to the needs of a diverse and global society,

including the needs of underserved groups

1,4

LIBS 608

LIBS 677

LIBS 668/9

II.2.5

Provides direction for future development of a rapidly

changing field

LIBS 608

LIBS 658

LIBS 677

II.2.6

Promotes commitment to continuous professional

development and lifelong learning, including the skills

and competencies that are needed for the practitioner of

the future

5, 7

LIBS 608

LIBS 668/9

ODU MLIS SELF-STUDY 59

II.2.1 [The curriculum] fosters development of library and information professionals who will

assume a leadership role in providing services and collections appropriate for the communities

that are served

LIBS 674 Library Management and Leadership (18c) is a core course completed by all students.

This course prepares students for leadership roles in a variety of information settings and

explores management of the physical space, budgetary decisions, and interaction with personnel.

LIBS 658 Knowledge Resources: Planning Selecting & Managing Collections (18d) specifically

addresses selection and evaluation of materials in all formats aligned to meet the needs of the

community. A needs assessment and community scan form the foundation for data-driven

collection development decisions. Students further participate in varied and frequent practical

experiences during their time in the MLIS Program, allowing them to explore the needs of the

community to which they will be responsible.

The MLIS Program embraces a social justice framework that is embedded throughout the

Darden College of Education and Professional Studies and evident in the college and department

(10) mission statements, as well as in the mission of the MLIS Program (7). Many candidates

elect to enroll in LIBS 680 Culturally Responsive Librarianship (18l). This course engages

candidates in the exploration of policy and library environments that serve and meet the diverse

needs of all patrons.

II.2.2 [The curriculum] emphasizes an evolving body of knowledge that reflects the findings of

basic and applied research from relevant fields

Candidates begin early in the MLIS (in LIBS 608 Foundations of Libraries and Information)

(18a) to read, interpret and otherwise engage with research. Students build an understanding of

research in the library field and explore topics and trends in their introductory course. Reading

and responding to research is woven throughout coursework. These skills are strengthened and

integrated to include evidence-based practice methods in later courses as students apply theory to

their own experiences. The Impact Project in LIBS 668/669 Internship in Libraries and

Information Workplaces and Internship in School Libraries (47, 48/49, 50), completed during

the internship, allows students to engage in an authentic experience of action research to plan,

implement, and reflect on a data-driven research initiative facilitated under the direction of

university faculty and a practitioner.

II.2.3 [The curriculum] integrates technology and the theories that underpin its design,

application, and use

The MLIS is delivered in an online format, embedding technology into instruction. Technology

is used for learning through interactions with classmates and faculty as well as for course

ODU MLIS SELF-STUDY 60

delivery. Some students come to the MLIS with more technological exposure and ability than

others. For this reason, the expectation of use of technology in learning is an MLIS Program

goal, and all courses in the program include an expectation of technology proficiency.

Technological theory and design are introduced through the variety of the tools candidates are

required to use and to demonstrate mastery. In LIBS 608 Foundations of Libraries and

Information (18a) students are introduced to technology as a resource for professional

engagement. Students’ design of technology for purpose begins with use of Blogs, their early

development of their ePortfolio, and use of technology to interact in coursework. These skills are

further developed through interaction with technology in other core courses where students

demonstrate learning. Students design unique data presentations to create infographics in LIBS

658 Knowledge Resources: Planning, Selecting & Managing Collections (18d) and use

technology tools to curate resources into a Libguide and demonstrate use of MARC software in

LIBS 677 Knowledge Organization and Access (18b).

All courses in the MLIS include use and application of online technologies including Zoom

video conferencing, Google Drive for archiving work, creation of effective presentations, various

web tools, responsible use and citation of media, creative commons licensing, and use of

production tools to create and curate coursework. The MLIS offers several dedicated electives

that focus on technology. LIBS 602 Production of Instructional Materials (18m) requires

candidates to engage with multiple technology tools to prepare, present, and evaluate

instructional materials to promote higher order thinking. LIBS 603 Online Resources for

Teaching (18n) ensures candidates are proficient in locating, evaluating, collecting, and

arranging materials as Open Educational Access Resources (OER).

The culminating expectation of all candidates earning the degree is an electronic portfolio

(ePortfolio) (19, 20) by which candidates integrate their own learning and use of technology with

the technology modeled in the MLIS Program. Table 2.3 highlights some of the specific

technology expectations found in MLIS coursework.

Table 2.3

Technology Software and Tools used in Core Coursework

Course

Technologies

LIBS 608

Blackboard, Google Tools, Flipgrid, Wordpress, Wakelet, Zoom

LIBS 658

Infographic software, data literacy tools

ODU MLIS SELF-STUDY 61

LIBS 677

Pathfinder curation through Libguides, MARC record tools

LIBS 674

Zoom, Flipgrid, WordPress, Screencastify, video editing

II.2.4 [The curriculum] responds to the needs of a diverse and global society, including the

needs of underserved groups

Principles of diversity and inclusion are included throughout the curriculum. LIBS 608

Foundations of Libraries and Information (18a) introduces the core values of librarianship.

Discussion boards in this course focus on diversity and inclusion to introduce candidates to these

core topics. These topics are then threaded throughout the MLIS curricula and remain a

consistent theme emphasized in assignments.

Multiple courses have a strong diversity focus through key assignments. LIBS 658 Knowledge

Resources: Planning, Selecting, & Managing Collections (18d) emphasizes consideration for

diversity in planning and selecting materials for a collection through a community needs

assessment approach. LIBS 668/669 Internship in Libraries and Information Workplaces and

Internship in School Libraries (18j, 18k) require that students respond to the unique needs of the

given population served by their information setting, as well as develop and implement an

impact project to meet an established need for that group.

Additionally, multiple elective courses consider diversity and specifically address the needs of

underrepresented groups. LIBS 676 Media Service and the Curriculum (18e) and LIBS 655

Methods and Strategies for the School Library (18o) each emphasize consideration for diverse

learner needs in a school library setting. The elective course LIBS 680 Culturally Responsive

Librarianship (18l) considers this need directly as it provides thought-provoking, practical

suggestions for engaging with diverse populations, challenging candidates to create

environments that are culturally inviting to all users. LIBS 642 Children’s Literature Across the

Curriculum (18p) and LIBS 644 Literature and Media for Young Adults (18q) include a global

perspective through discussion on diversity in books. This includes an exploration of diverse

authors, topics, and themes that are inclusive of ideas within and outside U.S. populations and

geographic demographics.

II.2.5 [The curriculum] provides direction for future development of a rapidly changing field

Courses in the MLIS provide practical study as well as a framework through which to view

evolving library practice. In LIBS 608 Foundations of Libraries and Information (18a), students

complete a future trends assignment where they examine a trend in librarianship and information

creating a fictional but plausible scenario. Before Covid-19, one of the trends/scenarios asked

ODU MLIS SELF-STUDY 62

students to imagine a future impacted by a pandemic. The interdisciplinary nature of the plan of

study allows candidates to apply the knowledge and understanding of coursework to a variety of

informational settings. Candidates are exposed to practical experiences throughout coursework,

blending theory with current applications of applied knowledge.

Several elective courses provide exploration of contemporary topics emerging in the field, such

as LIBS 680 Culturally Responsive Librarianship and LIBS 681 Assessment and Evaluation in

Library and Information Science (18w), LIBS 648 Reading, Evaluating, and Selecting Graphic

Novels (18s), LIBS 654 Information Literacy Instruction (18u), LIBS 656 User Services and

Programming (18v), LIBS 684 Advanced Library Management (18x), and LIBS 693 Seminar in

Archives and Special Collections (18y). These courses allow for an innovative program of study

that builds a unique learning experience to prepare graduates for progressive information

settings.

II.2.6 [The curriculum] promotes commitment to continuous professional development and

lifelong learning, including the skills and competencies that are needed for the practitioner of

the future.

Candidates in the program enter a community of practice early in the MLIS through initial

advising with a faculty member and in LIBS 608 Foundations of Libraries and Information. The

MLIS Program establishes this model through coursework, as well as through expectations and

experiences with others in the larger library field.

As an online program, community is fostered early in coursework experiences. Students are

encouraged to interact and engage with faculty and each other through group coursework and

interactive office hours. LIBS 608 Foundations of Libraries and Information (18a), a course

taken in the first or second semester of a candidate’s plan of study, requires that all students

attend a professional library conference. This practice introduces professional development and

networking opportunities as well as a formal initiation into the professional organization to

which candidates will likely belong in practice.

This community is deepened through attendance at the ODU MLIS Summer Institute.

Established as a professional development and networking opportunity, the Summer Institute

brings together students, alumni, professionals, and prospective employers to engage in a multi-

day series of seminars, concurrent sessions, panel discussions, and small group meetings relevant

to library professionals interested in a variety of information settings.

Candidates begin a resource curation project assignment (19, 20) in LIBS 608 Foundations of

Libraries and Information (18a) where they identify and curate professional resources—such as

pertinent professional organizations, conferences, blogs, and journals—customized to their

ODU MLIS SELF-STUDY 63

continuing professional development. Students are expected to expand and develop this curation

throughout their coursework, culminating in an element in the ePortfolio (19, 20).

Several elective courses present opportunities for enhanced professional engagement. LIBS 602

Production of Instructional Materials (18m) encourages students to submit a conference

proposal. LIBS 676 Library Media Services and the Curriculum (18e) requires the submission of

a publishable journal article or letter submitted to a local newspaper. LIBS 612 Research

Methods in Library and Information Studies (18i) requires students to write an action research

proposal that could be presented to a decision maker or stakeholder in their library setting.

II.3 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 the attainment of student learning

outcomes. 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.

Coursework may focus on a type of library such as academic, public, special, school or on an

area of library and information work such as youth services or evaluation and assessment. Upon

admittance, each student meets with either the MLIS Graduate Program Director or the Graduate

Program Director for the School Library Concentration to discuss initial areas of interest. The

Graduate Program Director assigns each student a faculty advisor to assist with the construction

of a personal plan of study tailored to individual and career specific goals. Policies related to

student advising (51) help to ensure all students have access to a successful plan of study and

experiences within and beyond coursework.

Program of Study

At the initial advising meeting, students are encouraged to map out a preliminary path through

coursework that accounts for what courses are required, when courses are offered, and what

interests and pacing are needed for each student. Each student is provided a copy of the Plan of

Study form, a listing of LIBS courses and descriptions, and a rotation of courses. Students are

encouraged to begin planning coursework on the MLIS planning document (37, 38), and all

students must file a formal plan of study after completing their 12th

credit hour. This document is

completed with the guidance of the faculty advisor and is approved by a program director.

Faculty advisors employ an advisor block to prevent students from registration without

consulting an advisor at key benchmarks, including first semester, 12th credit hour, and

graduation.

Students are informed that the MLIS is a 30-credit hour, or ten-course, degree. Half of the

coursework—the four core classes and the internship—is common to all students. The MLIS

runs on a 3-semester academic year: Fall, Spring, and Summer. Courses are offered so that

ODU MLIS SELF-STUDY 64

students may begin in any semester. All core courses are available in two of the three semesters.

LIBS 608 Foundations of Libraries and Information is considered a gateway course to the MLIS

and is offered in the fall and spring semesters. Course sequence requires students take LIBS 608

in the first or second semester and before or concurrent with other core classes; those who start

in the summer term may take a course in a specialty area or an elective. The MLIS faculty have

decided to offer LIBS 608 Foundations of Libraries and Information in summer beginning with

the Summer 2022 semester to ensure all students take this course in their first semester in the

program. The remaining core courses, LIBS 658 Knowledge Resources: Planning, Selecting &

Managing Collections, 674 Library Management and Leadership, and 677 Knowledge

Organization and Access require LIBS 608 as a pre- or co-requisite. To allow students the

flexibility to start the program in any term and proceed at their chosen pace of one to three

courses per semester, only a few courses have prerequisites. Some additional coursework will

require one or more core classes as a pre-requisite. For example, LIBS 684 Advanced Library

Management (18x) builds on and requires prerequisite completion of LIBS 674 Library

Management and Leadership. A new course in Advanced Cataloging and Classification will

require previous completion of 677 Knowledge Organization and Access. Prior to enrollment in

the internship, students are expected to complete the four core courses as prerequisites. Those on

a school library track need additional coursework before their internship.

Students are advised through a course sequence that considers the availability of courses in the

student’s first semester, the student’s desired pacing through the program, and the school’s

course rotation. LIBS 608 is required before or concurrent with other core courses, and students

are advised to complete core classes during their first year. Many students take core classes

concurrent with those in their area of career interests and with available electives. Students may

take other courses at a pace and time that best suits their needs. The internship course may be

completed after the completion of the four required core courses (LIBS 608, LIBS 658, LIBS

674, LIBS 677). Students in the School Library Concentration must meet additional requirements

for eligibility to complete the school library internship based on Virginia Department of

Education requirements.

Beyond the core courses, students are advised to take at least three courses in an area of

specialization. Several common pathways have been identified (36) with recommended courses

for students to select from. Students interested in an area of specialization such as law

librarianship, archives, or other kinds of special libraries are advised into personalized pathways

that may include additional internships, independent study, or coursework from other

universities. Two electives round out the program of study. Students are advised to use electives

to explore an area of additional interest, another specialty area, or to complete an additional

internship. These electives may be taken outside of Library and Information Studies and several

potential electives have been identified in Instructional Design, Computer Science, Educator

ODU MLIS SELF-STUDY 65

Preparation, and Educational Leadership. To date, only one student has completed an elective

outside of LIBS.

Table 2.4

Pathways Identified for Possible Specialization

Pathways for Specializations

Academic Librarianship

Public Librarianship

School Librarianship

Instructional Librarianship

Youth Services

Assessment and Evaluation

With the assistance of their faculty advisor, each student files a Plan of Study by completion of

their 12th credit hour. This cohesive plan of study results in a minimum of 30 credit hours and in

at least three courses related to their career interests. Sample student plans of study will be

available on site.

The MLIS Internship Handbook (52) documents the requirements of the internship experience.

The internship experience for all candidates specifies a minimum of 160 experiential hours that

introduce a broad range of tasks and opportunities at the entry to mid-level of an information

professional position. All candidates in the MLIS Program must successfully complete an

internship. Candidates are eligible to enroll in the internship course upon completion of the four

core courses (LIBS 608 Foundations of Libraries and Information, LIBS 658 Knowledge

Resources: Planning, Selecting & Managing Collections, LIBS 674 Library Management and

Leadership, LIBS 677 Knowledge Organization and Access).

MLIS faculty continue to identify interdisciplinary partnerships and cross-curricular

relationships to enhance the course selections of the MLIS. As student interests develop and

faculty relationships continue to grow, courses and collaborative relationships are added to the

Graduate Catalog. A study abroad opportunity was developed for the program internship but has

been postponed due to Covid-19. The MLIS Program contributes a course to an Online Teaching

certificate with the Instructional Design & Technology program. Other collaborative

considerations include proposals for an interdisciplinary course offered with the Computer

Science Program and a certificate in archival studies to include collaboration with ODU libraries,

computer science, and history. Students who are not licensed teachers and desire licensure as

school librarians are enrolled in the Professional Studies Graduate Certificate available through

ODU MLIS SELF-STUDY 66

the Department of Teaching and Learning for the additional professional studies courses needed

for licensure.

Additionally, the Library Studies Program offers continuing coursework for those who already

hold an MLIS. The School Library Practice Certificate is developed to provide ongoing

coursework for those who hold the degree and are seeking school library certification

coursework. This certificate includes 12 credit hours of coursework designed to meet the

competencies of Virginia school library certification.

II.4 Design of general and specialized curricula takes into account the statements of knowledge

and competencies developed by relevant professional organizations.

All coursework and curricula consider the ALA Core Competencies of Librarianship, developed

as the guidelines for professionals in practice. These basic competencies are developed in

addition to specialized standards that align to student career goals.

MLIS courses address and align assignments to developed standards and guidelines of

appropriate divisions within their respective professional organizations (120). These standards

and competencies are considered through all aspects of course development, to include input

from practicing stakeholders within the profession. The MLIS also referred to the Competencies

for Information Professionals put forward by the Special Libraries Association in development of

the curriculum. The School Librarian Concentration and other developed pathways exemplify the

ways students in the MLIS can customize their program to meet their academic and career goals.

Plans of study represent potential paths students can take, guided by individual interests, and

show how students work with their faculty advisor and selective internship placements for robust

experiences. In addition to the developed pathways, opportunities exist for curriculum choices

that meet flexible interdisciplinary and elective selections.

The School Library program is nationally recognized and aligns with school library preparation

standards of the American Association of School Librarians (AASL) and Council for the

Accreditation of Educator Preparation (CAEP) (2019). The school library program is guided by a

Graduate Program Director for the School Library Concentration who works collaboratively with

both the MLIS Graduate Program Director and the Associate Dean for Educator Preparation &

Assessment to align the ALA/AASL/CAEP Standards and the Virginia Department of Education

(VDOE) School Library Media certification requirements. These standards and competencies

inform the competencies and objectives for the School Library concentration courses. The

required school library concentration courses have been aligned to the VDOE competencies (46).

These courses are revised and evaluated during the formal Specialty Professional Association

(SPA) review process for School Library program recognition. Additionally, a local school

library supervisor sits on the MLIS Advisory Board and hiring stakeholders in community school

divisions offer feedback.

ODU MLIS SELF-STUDY 67

Course content may align to standards and competencies from specific professional

organizations and library divisions appropriate for the course. LIBS 644 Literature and Media

for Young Adults includes competencies from YALSA and coursework developed for academic

settings, such as LIBS 654 Information Literacy Instruction incorporates the expectations of

ACRL. LIBS 642 addresses the ALSC Competencies for Librarians Serving Children in

Libraries and LIBS 693 Seminar in Archives and Special Collections addresses the Role

Delineation Statement for Professional Archivists from the Academy of Certified Archivists

https://www.certifiedarchivists.org/get-certified/role-delineation-statement/. LIBS 656 User

Services and Programming and LIBS 680 Culturally Responsive Librarianship have a strong

expectation of competence in meeting the knowledge and competencies set forth by RUSA in

their professional guidelines Reference and User Services (RUSA) Standards. As the MLIS

continues to grow and add additional courses, consideration for other professional organizations

will be included in course materials. Current relationships to diverse standards are detailed in the

matrix (120).

II.5 Procedures for the continual evaluation of the curriculum are established with input not only

from faculty but also representatives from those served. The curriculum is continually evaluated

with input not only from faculty, but also representatives from those served including students,

employers, alumni, and other constituents. Curricular evaluation is used for ongoing appraisal

and to make improvements. Evaluation of the curriculum includes assessment of students'

achievements.

The MLIS Program monitors curricular progress on a regular basis. Curricular evaluations are

used for assessment of course effectiveness, content, and impact on student achievement and

preparation for employment. This process allows the program to review and improve courses

through the following actions:

● Align student learning outcomes to all current and proposed courses

● Review data from collected Student Opinion Surveys (on site) & revise courses as

appropriate

● Conduct employer surveys to evaluate student preparation

● Create and update the Assessment Curriculum Matrix (45)

● Submit yearly assessment reports on student achievement to the Office of Institutional

Effectiveness and Assessment

Curricular evaluation begins at the course level. Course-level feedback is gathered and includes

both Student Opinion Survey data and student performance data. Student evaluations are

collected during each of the academic semesters. These evaluations are reviewed by faculty and

are considered for course-level changes. Instructors review comments and will frequently make

instructional changes based on student feedback. Student evaluations are also reviewed at the

ODU MLIS SELF-STUDY 68

department level by the department chair. Courses that receive low ratings are reviewed more

closely. Concerns about instructional quality are addressed with recommendations for

improvement. Student course evaluations and informal instructor surveys and grade distributions

(on site) are included in faculty annual review materials (on site). These items are reviewed by a

committee of tenured faculty in the department. If the Department Promotion and Tenure

Committee perceive there to be substantial deficit in instruction, as suggested by the submitted

materials, suggestions may be documented in the annual review letter of the faculty member

under review.

The MLIS also invites curricular review at the program level. Student input is formally solicited

through a Survey of Graduates (24, 25). The survey identifies student perceptions of areas of

strength and weakness in the program. Questions identify student perceptions about their

practical experiences, advising, and coursework preparation. Alumni feedback provided during

alumni events at the MLIS summer institute and state conferences also helps to inform and direct

areas for curricular improvement. Additional data on graduate preparation are available through

specific surveys conducted by the program and the Office of Clinical Experiences for Teacher

Preparation to include the EBI Exit Survey (42). Data are also collected from employers who

have hired recent graduates from our program (23).

An initial assessment plan was created to align the MLIS Program SLOs with the program

curriculum. This resulted in a Curriculum Map (45), which details where student learning

outcomes will be taught and measured in coursework. Monthly MLIS Program Faculty Meetings

(1), an annual faculty curriculum assessment meeting (54), and MLIS Advisory Board meeting

minutes (2) document the data-driven decisions that assist in selecting these assessments.

The program conducts an annual review of student performance data. Aligned to the Program

SLOs, learning goals are identified and action items are outlined to inform required steps to aid

curricular revision and enhance student performance. This Weave report (5, 12) is submitted to

the Office of Institutional Effectiveness and Assessment.

The MLIS curriculum evaluation involves a three-phase cycle for the evaluation of curriculum.

● Phase One: Review the MLIS student learning outcomes, measures, and criteria for

success

● Phase Two: Analyze student achievement and interpret results to inform revisions

● Phase Three: Implement revisions. One or two items may be identified for annual action,

while some action items may require a longer period of data collection and review.

Follow up will be implemented to determine the impact of changes made.

ODU MLIS SELF-STUDY 69

II.6 The program has explicit, documented evidence of its ongoing decision-making processes

and the data to substantiate the evaluation of the curriculum.

Evidence of explicit use of data for curricular evaluation is found in detailed meeting minutes

(1), which have been organized by standard, in addition to meetings dedicated to curriculum

review (117, 121). These include MLIS faculty retreats (6) to revise the ePortfolio (19, 20) and

curricular mapping and alignment (45).

Faculty seek opportunities to participate in a data-driven professional development to guide the

curriculum development of the program. Faculty attended a semester-long Design Thinking

Bootcamp in Fall 2017 (31, 32) to assist in curricular design. This opportunity provided an early

focus for course and MLIS development as well as an opportunity to articulate the strengths and

weaknesses of the program and to identify curricular gaps. The faculty obtained feedback from a

wide university audience (53).

Other data collection efforts demonstrate on-going data collection and evaluation of the

curriculum. Table 2.5 demonstrates the opportunities for various stakeholders to contribute to

curricular discussions and note the evidence of these discussions. Discussions, to include

stakeholder feedback, have provided insight into valued coursework as well as valued skills and

knowledge for job opportunities in the field. As a result of these suggestions, several courses

have undergone significant revision, and additional courses were added to meet student and

program needs. Course competencies and objectives, as well as assignments, have shifted.

Table 2.5

Curricular Input from Stakeholders with Evidence Source

Stakeholder Group

Topic/Curricular Area of

Focus

Documentation

VLA Session with Community

Stakeholders

Courses to develop

Summary of discussion (27,

29)

MLIS Advisory Board

Curriculum Sub-committee

meeting

Internship

Recording of meeting/agenda

with notes (54)

MLIS Advisory Board Meeting

Key Assessment Rubrics

MLIS Advisory Board

Minutes

Faculty revision notes (2c)

ODU MLIS SELF-STUDY 70

Student Advisory Committee

Courses to develop

Student Advisory Committee

Minutes (9b)

ODU Interdisciplinary

Committee

Archival Studies Track

Grant Proposal (55)

II.7 The program demonstrates how the results of the evaluation of the curriculum are

systematically used to improve the program and to plan for the future.

The university’s annual assessment report in Weave is used to systematically review and

evaluate the MLIS. This assessment process allows the faculty to review noted areas of strength

and weakness in the program. Faculty create action steps to improve the program and plan for

the future. Academic programs receive feedback from the university’s Office of Institutional

Effectiveness and Assessment to assist in the collection and use of assessment to make decisions

in areas such as curriculum, pedagogy, and other aspects that impact learning.

A robust, organized, and regular evaluation of the curriculum is fostered through the annual

review of assessment results, monthly faculty meetings and minutes, annual review of the

curriculum mapping matrix, annual review of survey data from graduates, and an annual review

of outcomes with MLIS Advisory Board members. These data continue to inform program

review for improvement and to identify potential areas of growth that best meet candidate

learning needs and their abilities applicable to jobs in the field.

The MLIS Program continues to refine and expand the curriculum. Faculty commit to the

following actions:

● Program faculty hold an annual curriculum mapping retreat.

○ Key assessments revised and updated to align with MLIS SLOs

● A Curriculum sub-committee of the MLIS Advisory Board provides input on

assignments and courses. This subcommittee will convene at least once per year.

● The MLIS Advisory Board will discuss curriculum at bi-annual meetings to review

course curricular concerns.

Outcomes of these actions are evident in course syllabi revisions and in the curriculum map.

Some examples of revisions that have occurred include an updated program ePortfolio rubric

(19, 20) that aligns to the program SLOs and the adopted 2019 School Library

ALA/AASL/CAEP School Librarian Standards, a MLIS Internship Handbook (52) that identifies

all requirements of the internship, and revisions for the LIBS 677 Knowledge Organization and

Access Pathfinder assignment (18b), updated after advisory board input in 2019. The MLIS

ODU MLIS SELF-STUDY 71

Advisory Board and Curriculum Sub-Committee input informing revisions is documented

through meeting minutes (1i, 1h).

Course topics selected for development meet a broad range of needs suggested by stakeholders

from various information settings. The MLIS continues to solicit feedback from stakeholders -

current and prospective students, employers, graduates, MLIS Advisory Board, interdisciplinary

university faculty, and external groups - to gauge areas of need and collaborators for continued

areas of course development. From this feedback new courses have been proposed to expand

course options.

Examples of new courses that were reviewed and approved by the university’s curriculum

committee and are now in Graduate Catalog after input from stakeholders are included in Table

2.6. ODU has a process for new courses and other changes to the curriculum that are outlined in

the Approval of Curricular Changes in the ODU Teaching and Research Faculty Handbook.

Curricular changes must be submitted using the Curricular Change Form and must be approved

by the Department and College Curriculum Committees, the Department Chair, the Dean, and

the Office of Academic Affairs. New courses follow a similar route with a

Add/Change/Inactivation Form and a proposed syllabus. The content of the Graduate Catalog is

reviewed annually, and changes are submitted by February for the next academic year; small

changes are subject to review by the Chair and Academic Affairs. Substantive changes need to

follow the Curriculum review process for approval before addition or change to the catalog.

Table 2.6

Recently-Added Courses and Source of Suggestion for Inclusion

Course

Source of Suggestion

LIBS 647 Reading and Literature

for Adults (18r)

Early faculty discussions regarding the need for more

non-school library electives (1c)

LIBS 649 Storytelling

(18t)

Student survey feedback (22)

LIBS 654 Information Literacy

Instruction (18u)

Conference feedback (27)

ODU MLIS SELF-STUDY 72

LIBS 680 Culturally Relevant

Librarianship (18l)

Potential employer feedback at conference and newly

required, state-evaluated skill

LIBS 684 Advanced Library

Management (18x)

Conference feedback (29), stakeholder feedback, student

and employer requests for advanced training

LIBS 693 Seminar in Archives and

Special Collections

(18y)

Current student feedback (22), conference feedback (29)

Additionally, a graduate certificate for students holding an MLIS degree has been created to

facilitate coursework for library professionals seeking a path to school librarianship. The School

Library Practice Certificate is a 12 credit-hour certificate that includes LIBS 602 Production of

Instructional Materials, LIBS 676 Library Media Services and the Curriculum, LIBS 642

Children’s Literature Across the Curriculum or LIBS 644 Literature and Media for Young

Adults, and LIBS 655 Methods and Strategies for the School Library. This certificate was

developed to meet growing student demand.

ODU MLIS SELF-STUDY 73

Standard III: Faculty

III.1 The program has a faculty capable of accomplishing program objectives. Full-time faculty

members (tenured/tenure-track and non-tenure-track) are qualified for appointment to the

graduate faculty within the parent institution. The full-time faculty are sufficient in number and

in diversity of specialties to carry out the major share of the teaching, research, and service

activities required for the program, wherever and however delivered. Part-time faculty, when

appointed, balance and complement the competencies of the full-time tenured/tenure-track and

non-tenure-track faculty and are integral to the program. 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 the program.

The MLIS Program at Old Dominion University (ODU) is situated within the Department of

STEM Education and Professional Studies (STEMPS) in the Darden College of Education &

Professional Studies (DCEPS). DCEPS is highly regarded both in the local community and at the

national level and was recently ranked No. 93 in U.S. News & World Report for “Best Graduate

Schools” in the nation for 2020.

The MLIS Program has six full-time faculty members, four of whom are tenured or tenure-track

(56). Dr. Gail Dickinson is a tenured full professor, who in 2020 returned to her full-time

appointment in the MLIS Program after the completion of her role as Associate Dean in DCEPS

(56a). Dr. Sue Kimmel and Dr. Elizabeth Burns are tenured associate professors (56b, 56d). Dr.

Amelia Anderson is tenure-track assistant professor (56c). Dr. Elizabeth Burns was recently

appointed to associate professor effective July 2021. Dr. DiScala (56e) who was a tenure-track

assistant professor resigned June 18, 2021. A search for his replacement has been approved to

commence in Fall 2021, and the program has hired Dr. Betts-Green (56f) as an interim lecturer

for the upcoming academic year. Appointments to tenured or tenure track faculty meet the

requirements described in the Teaching and Research Faculty Handbook for Initial Appointment

of Teaching and Research Faculty. Lindy Brown (56g) is a twelve-month lecturer responsible for

the undergraduate LIBS 110 and student advising. Searches have been approved for 2021-22 for

permanent positions to fill the positions held by Lindy Brown and Dr. Betts-Green. Interim

positions are described as “Emergency Hires” and are described in the Teaching and Research

Faculty Handbook under the Recruitment and Selection Process section. A total of three searches

to commence in Fall 2021 have been approved to fill two tenure lines and a 12-month lecturer

position.

Faculty are graduates of respected programs in the fields of Library and Information Science

(LIS) and Education and are recognized as professional leaders. Their areas of specialty provide

diversity in content and expertise. Table 3.1 details faculty graduate degrees, recognition in the

field, areas of specialty, and course lead instruction.

ODU MLIS SELF-STUDY 74

Table 3.1

Faculty Degrees, Recognition, Specialties, and Instruction

Full Time

Faculty

Degrees

Professional

Recognition

Specialty Areas

Lead Instructor

Gail

Dickinson,

PhD,

Associate

Professor:

Appointed

2006,

Professor:

2013

MSLS, UNC-

Chapel Hill; PhD

Educational

Administration,

University of

Virginia

AASL

President, 2013-

2014

Accreditation,

Preparation

Standards for

School Librarians,

library

management

LIBS 658

Knowledge

Resources:

Planning, Selecting

& Managing

Collections

Sue C.

Kimmel,

PhD,

Associate

Professor

Appointed

2010;

Tenured

2016

MSLS, UNC-

Chapel Hill; PhD

Curriculum &

Instruction,

UNC-

Greensboro

2019 AASL

Research Grant;

2016 Media,

Culture and

Learning SIG

AERA Best

Empirical Paper

Award; 2015

Virginia

Hamilton Essay

Honor

Materials for

children,

technology tools,

collaboration,

literacy, STEM,

causal research in

education

LIBS 608

Foundations of

Libraries and

Information; LIBS

642

Children’s

Literature across

the Curriculum;

LIBS 602

Production of

Instructional

Materials

Amelia

Anderson,

PhD,

Assistant

Professor

Appointed

2018

MLIS, Florida

State University;

PhD Information

Science, Florida

State University

2018

Recognized for

“Article of

Interest” in The

Informed

Librarian

Public libraries,

academic libraries

and college

student success,

young adults,

online

communication,

diverse

populations,

accessibility

LIBS 690 Seminar

in Academic

Libraries; LIBS 691

Seminar in Public

Libraries; LIBS 677

Knowledge

Organization and

Access; LIBS 612

Research Methods

in Library and

Information Studies;

LIBS 647 Reading

and Literature for

Adults

ODU MLIS SELF-STUDY 75

Elizabeth

Burns,

PhD,

Assistant

Professor

Appointed

2015

MSEd, Old

Dominion

University; PhD

Curriculum &

Instruction, Old

Dominion

University

2020 ALA

Library

Instruction

Round Table

Top 20

Instructional

Articles

published in

2019. 2021

VAASL School

Library

Educator of the

Year

Curriculum and

instruction, school

library education,

school library

advocacy,

assessment

LIBS 655 Methods

and Strategies for

School Libraries;

LIBS 676 Library

Services and the

Curriculum; LIBS

680 Culturally

Responsive

Librarianship; LIBS

668 Internship in

Libraries and

Information

Workplaces;

LIBS 669 Internship

in School Libraries

Jeffrey

DiScala,

PhD,

Assistant

Professor

Appointed

2016 -

2021

MLIS, University

of Maryland;

PhD Information

Studies,

University of

Maryland

2016 Library

Journal’s

Movers and

Shakers;

American

Libraries

Notable

Dissertations

School libraries,

professional

development,

workforce

development,

evidence-based

practice

LIBS 674 Library

Management and

Leadership; LIBS

644 Literature and

Media for Young

Adults

Dawn

Betts-

Green,

PhD,

Lecturer

Appointed

2021

MLIS, Florida

State; PhD,

Library and

Information,

Florida State

Point

Foundation

LGBTQ

Scholar: iSchool

Outstanding

Doctoral

Student; iSchool

Outstanding

Graduate Lead

Instructor

Diversity,

Information

literacy, LGBTQ

LIBS 608

Foundations of

Libraries and

Information; LIBS

612 Research

Methods in Library

and Information

Studies;

LIBS 658

Knowledge

Resources:

Planning, Selecting

& Managing

Collections; LIBS

656 User Services

and Programming;

LIBS 644 Literature

and Media for

Young Adults

ODU MLIS SELF-STUDY 76

Lindy

Brown,

MLIS,

Lecturer

Appointed

2021

MLIS Florida

State University;

Culturally

Competent

Content

Development

Grant, ODU (for

LIBS 110)

Information

literacy, Public

libraries,

Academic

counseling

LIBS 110

Information

Literacy for the

Digital Age

The ODU Teaching and Research Faculty Handbook outlines The Academic and Professional

Requirements for Faculty that teaching and research faculty must meet for employment; the

MLIS full-time faculty members are all qualified for appointment as graduate faculty.

All full- and part-time faculty assigned to teach graduate courses and/or supervise graduate

student research must also be Certified for Graduate Instruction. using the DCEPS Certification

of Faculty for Graduate Instruction form. Certification must be renewed every five years. Faculty

are to be certified for graduate instruction in their field of specialization based on their college's

published criteria. All full-time faculty in the MLIS program are graduate certified. The DCEPS

criteria and form (57) include the required scholarly, creative, and/or professional

accomplishments; satisfactory teaching performance; and necessary terminal degree.

Full-time faculty members complement one another with diverse specializations, contributing to

a richness in the courses taught, as well as new course development based on areas of expertise.

These specializations also contribute to the depth and breadth of both original research produced

and service participation. Dr. Dickinson, Dr. Kimmel, Dr. Burns, and Dr. DiScala all have

experience and research related to school librarianship but within and beyond that specialization

they have unique areas of experience and research. Dr. Dickinson’s area of leadership and

management is evidenced by her service as president of AASL and her role as Associate Dean.

Prior to her academic appointment, Dr. Kimmel had a career in school librarianship with a

specialization in resources (print and other media) for children as bibliographer and selector for

The Elementary School Library Collection and with service on several ALSC awards

committees. Dr. DiScala brought his expertise in school administration through his work with the

widely respected Lilead project. Dr. Amelia Anderson was hired to complement and extend the

faculty with her experience in public and academic libraries and with a research agenda focused

on diverse populations, particularly the autistic community. Lindy Brown returns to faculty as a

lecturer in an interim position. Her experience is with public libraries and higher education. She

has master’s degrees in both library science and academic advising. Her knowledge and skills

have been invaluable in working with students and developing the MLIS degree. Dr. Betts-Green

was recently appointed as an interim lecturer. Her research interests focus on diversity and

information literacy particularly related to LGBTQ issues, and her experience is with both higher

ODU MLIS SELF-STUDY 77

education and public libraries. Her commitment to and enthusiasm for diversity, inclusion, and

equity will further the program goals in those areas.

Additionally, the program utilizes a strong team of qualified part-time faculty (58). Their job

titles, degrees, and areas of specialty are detailed in Table 3.2. Most adjuncts have considerable

practical experience with a variety of kinds of libraries. Part-time faculty are integral to the

program and serve to further diversify competencies and meet program objectives. Part-time

faculty are interviewed by full-time faculty and are selected for their competence to teach key

courses. The program also has an application process for new adjuncts (59). Often new hires are

placed in the undergraduate LIBS 110 as an orientation to Blackboard and asynchronous

instruction. LIBS 110 is offered in multiple sections every semester and new instructors are not

expected to develop new content. Eleven of the nineteen current part-time faculty were hired

within the past two years to meet the demand for more diversity in course offerings for the new

MLIS. Some of these specialties include cataloging, organizational leadership, public and

academic librarianship, research, and instructional librarianship. Most of the long term, part-time

faculty who taught in the school library degree also have experience in public libraries, special

libraries, instructional design, and community colleges and continue to contribute to the growth

of the MLIS degree.

Table 3.2

Part-Time Faculty Degrees and Specialties

Graduate

Certified Part-

Time Faculty and

Job Title

Degrees

Specialty Areas

Certified to

Teach

(courses

taught

bolded with

most recent

date)

Hired

with

Grad

Cert.

Kari Baumann,

School Librarian,

Guilford County

Schools, NC (58b)

MLIS, UNC-

Greensboro

Technical services;

reference; public

libraries; school

libraries

LIBS 677

(2021)

LIBS 642

(2019)

LIBS 676

(2018)

2015

ODU MLIS SELF-STUDY 78

Nan Carmack,

Director,

Library

Development and

Networking

Division, Library of

Virginia (58d)

MLIS, Drexel

University; MEd,

University of

Lynchburg; EdD,

University of

Lynchburg

Organizational

leadership; public

libraries

LIBS 110

(2021)

LIBS 674

(2021)

LIBS 656

LIBS 691

2019

Betsy Crone,

Retired School

Librarian (58f)

MLIS, UNC-

Greensboro

School libraries;

children’s literature

LIBS 110

(2021)

LIBS 642

(2016)

2016

Sojourna

Cunningham,

Social Science &

Assessment

Librarian,

University of

Richmond, VA

(58w)

MLIS, UNC-

Chapel Hill

Academic libraries,

user experiences,

emerging technologies,

library education

LIBS 110

LIBS 654

LIBS 680

LIBS 681

2021

Kristie Escobar

(58x)

MLIS, Florida

State, PhD, Florida

State iSchool

Management of

Information Systems,

Young Adult Services

& Materials, Equity,

Diversity & Inclusion

LIBS 612

LIBS 644

LIBS 647

LIBS 648

LIBS 674

LIBS 677

2021

Karen Gavigan,

Professor,

University of South

Carolina (58g)

MLIS, University

of Tennessee; PhD,

UNC- Greensboro

School libraries;

collection

development;

youth/teen literature;

graphic novels;

diversity

LIBS 648

(2021)

2021

ODU MLIS SELF-STUDY 79

Danielle Hartsfield,

Associate

Professor,

University of North

Georgia (58h)

MEd, University of

Massachusetts;

PhD, Old

Dominion

University

Children’s literature,

literacy, teacher

education

LIBS 642

(2021)

2021

Amanda Jackson,

Library Director,

Chesapeake Public

Library (58i)

MLIS, University

of Alabama

Public libraries;

leadership

LIBS 608

LIBS 656

LIBS 674

LIBS 691

2021

Mary Keeling,

Supervisor,

Library Media

Services

Newport News

(58j)

MSLS, The

Catholic University

of America;

EdS, The George

Washington

School libraries;

leadership

LIBS 608

LIBS 676

2010

recently

rehired

Krystal Lancaster,

School Librarian,

Currituck County,

NC Schools (58k)

MLIS, North

Carolina Central

University

Cataloging and

classification; public

libraries; school

libraries; children’s

literature

LIBS 110

(2021)

LIBS 642

LIBS 677

(2021)

2018

Elizabeth

McDaniel, Head of

Cataloging and

Metadata, College

of William & Mary

Libraries, VA (58y)

MLIS, University

of North Texas

Cataloging and

metadata; academic

libraries

LIBS 677

LIBS 695/687

(2021)

2021

Karen Perry,

Retired School

Librarian (58m)

MSLS, UNC-

Chapel Hill

Programming;

acquisitions; youth and

teen literature

LIBS 602

(2019)

LIBS 608

(2017)

LIBS 642

(2021)

2012

ODU MLIS SELF-STUDY 80

Bree Ruzzi, School

Librarian,

Chesapeake Public

Schools, VA (58o)

MSEd, Old

Dominion

University; PhD,

Old Dominion

University

Children’s Literature,

school libraries

LIBS 110

(2021)

LIBS 602

LIBS 612

LIBS 642

LIBS 655

LIBS 676

2020

Jennifer Scott-

Brown,

Library Director,

Augusta County

Library, VA (58p)

MSLIS, Syracuse

University; PhD,

Old Dominion

University

Public libraries;

professional

development of

librarians and

paraprofessionals;

instructional design

LIBS 602

(2020)

LIBS 658

(2020)

LIBS 654

(2021)

LIBS 647

(2021)

2018

Candice Small,

Head of Research,

University of

William & Mary

Libraries, VA (58q)

MLIS, University

of Texas at Austin

Information literacy;

research methods,

instruction

LIBS 654

(2021)

LIBS 690

(2021)

2020

Jessica Thompson,

School Librarian,

Nelson County

Schools, VA (58r)

MSEd, Old

Dominion

University; Ed.D,

Liberty University

School library

education; curriculum

and instruction

LIBS 110

(2020)

LIBS 668

(2020)

LIBS 676

(2021)

2020

Amanda Waugh,

Instructional

Librarian,

St. Andrew’s

Epicopal School

Potomac, MD (58s)

MLS, University of

Maryland; PhD,

University of

Maryland

Teen literacies;

diversity; materials for

youth

LIBS 642

(2020)

LIBS 644

(2019)

LIBS 648

2017

Lois Wine, Library

Media Specialist,

Williamsburg-

James City County

Schools, VA (58t)

MSEd, Old

Dominion

University; PhD,

Old Dominion

University

School libraries,

children’s literature

LIBS 110

(2021)

LIBS 642

LIBS 668

(2019)

2020

ODU MLIS SELF-STUDY 81

Joy Yaeger,

Faculty,

Instructional Design

and Development

Regent University

(58v)

MLIS, Clarion

University;

EdD, Regent

University

Digital and emerging

technologies; online

learning

LIBS 110

LIBS 602

LIBS 603

(2020)

2018

Additional support through part-time faculty members comes through a collaboration between

the ODU MLIS Program and the ODU Libraries, which allows ODU academic librarians to

adjunct teach for the program as it expands offerings for academic librarianship. ODU librarians

who teach in the MLIS are compensated for overload (Teaching and Research Faculty

Handbook, Extra Compensation). These six also serve as part-time faculty and provide additional

areas of expertise including archival studies, information literacy, and content area specialties

serving as engineering, business, and health sciences liaisons with faculty. Both Abbie Basille

and Lucy Wittkower have served on library faculty search committees. Lucy Wittkower and

Jessica Ritchie have co-authored grants with MLIS full-time faculty and have contributed to the

development of new courses.

Table 3.3

ODU Librarians Serving as Graduate Certified Part-Time Faculty

Graduate Certified

Part-Time Faculty

and Job Title

Degrees

Specialty Areas

Certified

to Teach

Abbie Basile

Engineering &

Physical Sciences

Librarian (58a)

MLS, State University

of New York at Buffalo

Information literacy; academic

libraries

LIBS 110

(2021)

LIBS 654

LIBS 658

LIBS 690

Miriam Bridges

Business Librarian

(58c)

MLS, University of

Maryland;

MLHR, Ohio State

University;

BA Political Science,

Elizabeth City State

University

Business; research methods

LIBS 110

(2020)

LIBS 654

LIBS 680

ODU MLIS SELF-STUDY 82

Karen Centeno

Education

References Services

Librarian (58e)

MLIS, University of

Puerto Rico

Information literacy; library

instruction

LIBS 110

(2020)

LIBS 654

LIBS 680

Jolene McInnis

Health and Life

Science Librarian

(58l)

MLIS, Simmons

College; MFA,

University of

Massachusetts--

Boston

Learning analytics;

assessment; leadership;

administration

LIBS 110

(2019)

Jessica Ritchie

Head of Special

Collections and

University Archives

(58n)

MLIS, Florida State

University; BA Music,

University of Virginia

Archives; special collections

LIBS 693

(2021)

Lucinda Wittkower

Head of Teaching

and Learning

Initiatives (58u)

MLIS, University of

South Carolina; MME,

Shenandoah University

Academic libraries; library

instruction; information

literacy; program assessment,

educational psychology

LIBS 110

(2021)

LIBS 612

LIBS 654

LIBS 681

III.2 The program demonstrates the high priority it attaches to teaching, research, and service

by its appointments and promotions; by encouragement of excellence in teaching, research, and

service; and through provision of a stimulating learning and research environment.

Old Dominion University has the Carnegie Classification of Doctoral/High Research Activity

institution. Excellence in teaching, research, and service are held in high regard by DCEPS in its

mission, “To advance our communities through research, teaching, and service activities that

reflect our commitment to excellence, innovation, and transformation.” New faculty are

appointed based on a strong record and potential for teaching, research, and service. As per the

Promotion in Rank section in the ODU Teaching and Research Faculty Handbook, “All

promotions in rank are based on evaluation of the faculty member’s performance in teaching,

research, and service (as appropriate) over the total time in the previous rank as compared to the

criteria established by the Board of Visitors for the rank being considered and any other criteria

established by the department or college.” The STEMPS Department has a clear Scholarship

ODU MLIS SELF-STUDY 83

Statement which encourages research and solidifies the importance placed on research and

scholarship for faculty members (60).

Excellence in teaching, research, and service are recognized and supported in multiple ways. All

three of these areas are recognized with various awards, internal grants, and leaves or course

releases. Faculty have received several of these recognitions for their teaching, research, and

service. Dr. Kimmel received two university awards: the New Faculty Award given by the

Alumni Association (2014) and the Teaching with Technology Award awarded by the Center

for Learning and Teaching (2014). Each year, a call for award nominations is sent out to DCEPS

faculty members, with awards given out by a committee of their peers (110). Dr. Burns has

received three DCEPS awards: the Tonelson Award 110c (2019), the Service Award 110e

(2018), and the Instructional Publications Award 110b (2020). Dr. Kimmel received the DCEPS

Publications Award 110a (2020). Both Dr. Kimmel and Dr. Burns have won university Shining

Star recognitions (recently renamed Reign On Faculty Awards); nominations are solicited

annually from students.

ODU also offers competitive internal grants to support research and grant writing. Dr. Burns

received an award for mentored development and submission of an external grant application

that included a course release. Dr. Anderson received a competitive internal Summer Research

Fellowship Program grant, which provided seed money for research and scholarly effort. Several

MLIS faculty have benefitted from internal grants such as Faculty Innovator Grants and Junior

Faculty Research Mentoring.

Table 3.4

ODU Support and Recognitions for Teaching, Research, and Service Granted to MLIS Faculty

Faculty

Member

Internal Grants

Course

Releases/Research

Leave

College & University

Awards

Dr. Amelia

Anderson

2020 Summer

Research Fellowship

Program

Spring 2019 course

release, Fall 2021

course release

ODU MLIS SELF-STUDY 84

Dr. Elizabeth

Burns

2016 Faculty Innovator

Grant Award, 2016-17

Junior Faculty

Research Mentorship

Grant.

Fall 2016 course

release,

Spring 2018 course

release

2020 DCEPS

Instructional

Publications Award

(110b), 2019 DCEPS

Sara and Rufus

Tonelson Award

(110c), 2018 DCEPS

Service Award (110e),

2017 Shining Star

Award (110d)

Dr. Jeffrey

DiScala

Fall 2016 course

release, Fall 2019

course release

Dr. Sue Kimmel

2017 Junior Faculty

Research Grant

Mentor, 2016 Faculty

Innovator Grant Award

Spring 2015; Spring

2016; Fall 2017; Fall

2018; Spring 2019;

Fall 2019; Spring

2020; Spring 2021

course releases

Spring 2018 Research

Leave

2020 DCEPS

Publications Award

(110a), 2015 Shining

Star Award (110d),

2014 ODU New

Faculty Award (110f),

2014 ODU Teaching

with Technology

Award (110g)

Non-tenured, tenure-track faculty are provided additional supports and are protected from

excessive service. Newly hired faculty are provided a generous start-up package (122). Typical

elements are provision of course releases, summer research pay, graduate assistantships and

specialized equipment or travel funds. Sample start up packages will be available on site. Junior

faculty are provided with a senior-faculty mentor for guidance. Both Dr. Anderson and Dr.

DiScala were supported in attending the National Center for Faculty Diversity and

Development's (NCFDD) Faculty Success Program with shared funding from the Department

and the College.

Travel has been generously supported. Departmental funding allows MLIS faculty to participate

actively in disseminating their research, with yearly funds allotted for conferences such as

ALISE and IFLA. Additional individual funding is provided yearly for each faculty member

from both the Department and the College to support professional travel; professional service-

related travel for committee leadership or to attend accreditation meetings is also provided. Table

3.5 below details travel funded by the STEMPS Department in the past five years.

ODU MLIS SELF-STUDY 85

Table 3.5

Travel Funding from STEMPS Department 2016-2021

Faculty

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

Anderson

N/A

$5,635

$355

$250

Burns

$4,676

$8,867

$7,487

$7,677

$1,026

DiScala

$2,968

$6,620

$2,289

$2,031

Kimmel

$3,755

$4,113

$3,977

$2,222

$310

Faculty are supported in grant writing by a DCEPS grant writer and the ODU Research

Foundation. Faculty are encouraged to apply for funding from the Department or College to

attend external professional development opportunities including leadership training with

funding for necessary travel and registration.

Excellence in service is encouraged through the Department, the College, and the University,

which provide opportunities for faculty in areas across campus that will provide experiences

during which they can contribute meaningfully. Table 3.6 identifies ODU service provided by

full-time faculty. Additionally, Dr. Dickinson served on numerous committees in the college and

university during her tenure as Associate Dean. Faculty are also encouraged to engage within the

community they serve, as is reflected within the College’s Vision, adopted in 2017: “The Darden

College of Education and Professional Studies is dedicated to continually improving the lives of

our communities—those groups of people linked by diverse needs, affiliation, or purpose—

through culturally-affirming research, teaching, and service.” MLIS faculty are active in relevant

service organizations in the Hampton Roads area. Programs are encouraged to host

constituencies in the Education Building. The MLIS Program hosts their Summer Institute on

site using multiple spaces and resources from DCEPS. A meeting of School Library Supervisors

was scheduled to be held in the Education Building in March 2020 but was cancelled due to

Covid-19.

ODU MLIS SELF-STUDY 86

Table 3.6

MLIS Faculty ODU Service

Full-Time Faculty

Member

ODU Service

Gail Dickinson,

PhD, Full

Professor

Chair, Search Committee; Member, STEMPS Promotion & Tenure

Committee

Sue C. Kimmel

PhD, Associate

Professor

Graduate Program Director for the MLIS; Chair, STEMPS Promotion &

Tenure Committee; Member, Faculty Senate Grievance Committee;

Chair, Search Committee for departments of STEMPS and Teaching and

Learning; Member, College Search Committees; Member, University

Information Literacy Student Learning Outcomes Task Force; QEP

Proposal Writing Team member; Teaching with Technology Award

Committee member.

Amelia Anderson,

PhD, Assistant

Professor (tenure-

track)

Member, ODU Open Education Resources Committee; Co-Chair, ODU

Disability Pride Month Ad Hoc Committee; Member, ODU Women’s

Caucus

Elizabeth Burns,

PhD, Assistant

Professor (tenure-

track)

Graduate Program Director for the School Library Concentration;

Member, DCEPS Teacher Education Council; Member, DCEPS

Assessment Revision Team; Session Facilitator, DCEPS Student

Teacher Orientation; Member, DCEPS Disposition Committee;

Compiler, DCEPS/School Library Program CAEP Accreditation Report;

Department Coordinator, LiveText, STEMPS Department; Member,

ODU Women’s Caucus; Facilitator, ODU First Class; ODU First

Generation Student Mentor

Jeffrey DiScala,

PhD, Assistant

Professor (tenure

track)

Member, Teacher Education Committee, Bylaws Sub-Committee;

Member, ODU LGBTQI Ally; Member, ODU Committee on Open

Educational Resources; Member, Faculty Governance Evaluation

Committee

ODU supports a stimulating learning and research environment through numerous offerings for

professional development and support provided by a Center for Learning and Teaching (CLT) a

Center for High Impact Practices (CHIP), and several initiatives from the Dean’s and Provost’s

offices (see, for example, the Center for Faculty Development). Examples of opportunities

ODU MLIS SELF-STUDY 87

provided through the College and/or University which faculty members have participated in

include those provided through and by the Center for Learning and Teaching (CLT), the ODU

Research Foundation, and the DCEPS Learning Resource Center (see Table 3.7 for examples).

Faculty also take part in workshops and educational activities provided by the ODU Center for

Learning and Teaching and the University Libraries. Faculty regularly partake in training to

ensure teaching practices continue to improve in effectiveness (see Table 3.7). Drs. Burns,

DiScala, and Anderson each applied to and were accepted to the competitive Faculty

Interdisciplinary Writing workshop (IDW), which provides a $2,000 stipend for participation in

an intensive five-week program designed to help teaching faculty “enhance learning through

writing.”

Table 3.7

Technology, Teaching, and Administrative Trainings for Faculty

Full-Time

Faculty

Member

Enhancing

Technology

Skills

Improving Teaching/Administration

Amelia

Anderson PhD,

Assistant

Professor

(tenure-track)

Zoom: Web

Conferencing Basics

(CLT)

2020 National Center for Faculty Diversity and

Development Faculty Success Program; 2019

Improving Disciplinary Writing (IDW) Faculty

Workshop (ODU)

Elizabeth Burns

PhD, Associate

Professor

2020 Using Course

Collaboration in

Blackboard (CLT);

2020 Using Authentic

Assessment (CLT);

2020 Using Padlet for

Instruction

(University of Mary

Washington);

2020 Exploring

Wakelet (CLT);

2018 EP3 Training

(CHIP);

2020 ODU Summer Women’s Writing Forum

(CLT);

2020 Women in Higher Ed workshop (CLT);

2020 Crafting a Teaching Philosophy workshop

(CLT);

2020 Diversity Workshop Series (ODU-Equity

Office);

2019 Equity, Diversity and Inclusion in the LIS

Field (Hampton University);

2018 Design Thinking Institute (ODU);

2017 Improving Disciplinary Writing (IDW)

Faculty Workshop (ODU/CHIP)

ODU MLIS SELF-STUDY 88

Jeffrey DiScala

PhD, Assistant

Professor

(tenure-track)

2020 HIP-XR

Augmented Reality

Training; 2018

ePortfolio Training

(CHIP)

2020 Improving Disciplinary Writing (IDW)

Faculty Workshop (ODU/CHIP); 2019 National

Center for Faculty Diversity and Development

Faculty Success Program; 2018 Design Thinking

Institute (ODU)

Sue Kimmel,

PhD, Associate

Professor

2017 Wordpress

Faculty Website;

2019 Zoom: Web

Conferencing Basics

(CLT); 2020 Wakelet

Pop-up Training

2018 Design Thinking Institute (ODU);

2016-2020 annual Graduate Program Director

training; Weave training; Courseleaf training;

Provosts Conversations

MLIS faculty meet regularly to share best practices in teaching and research and participate in

professional development offerings on site, including a semester-long Design Thinking

workshop. The College hosts a “Last Friday” research and writing series, created by MLIS

faculty member Gail Dickinson during her time as DCEPS Associate Dean and regularly

attended by MLIS faculty. These events support faculty members with research conversations in

the morning and dedicated time and space to write throughout the day. Faculty share writing

goals and discuss progress made at the end of the day. The College supports this effort with

breakfast, lunch, and afternoon celebratory snacks and the opportunity to come back together and

share progress made. These meetings have moved to Zoom since the onset of Covid-19, and

MLIS faculty members attend virtually.

Apart from formal writing events, the MLIS faculty members have also instituted ongoing

monthly writing days, typically held the third Wednesday of each month and placed on the

annual calendar in August retreat minutes (6a, 6b, 6c). During these days, faculty meet for a

morning goal-setting session, then hold each other accountable while working toward individual

writing goals. At this point, these meetings occur online; in previous years, the faculty reserved

space in the ODU Writing Center’s Faculty Writing Studio to support one another.

III.3 The program has policies to recruit and retain faculty from diverse backgrounds. Explicit

and equitable faculty personnel policies and procedures are published, accessible, and

implemented.

The program is keenly aware of the value that faculty members from diverse backgrounds bring

to the program and supports these values through recruitment and retention. At the time of this

Self-Study, the MLIS faculty consisted of five members, all of whom were white and four of

whom were female. In a recent survey, part-time faculty identified as 100% female. Ninety

ODU MLIS SELF-STUDY 89

percent self-identified as white, 5% as Hispanic and one person declined to answer. The small

size of the faculty compounds the issue of diversity, but as the faculty grow, we are actively

seeking diversity in our hiring plans (62). In future hiring of both part-time and full-time faculty,

clear policies and procedures are published and accessible. In addition to the ODU adjunct

faculty approval form and based on program growth and interest, the MLIS Program developed a

formalized application for adjunct, part-time faculty members (59) to ensure equitable hiring

practices. Faculty personnel policies and procedures are publicly available through the ODU

Teaching and Research Faculty Handbook, updated most recently in July 2021, and the ODU

Adjunct Faculty Handbook. Search committees for new faculty are required to include gender

and racial diversity, and members participate in annual training regarding equitable hiring. Every

effort is made to attract a diverse pool of applicants for open positions, and current search

committees are expected to submit a plan for diversity (62).

The MLIS Program follows ODU policies in conducting searches including annual training in

diversity recruitment and hiring processes. The university’s Office of Institutional Equity and

Diversity principles detail their commitment to the principles of equality and equal opportunity

for all who are affiliated with ODU. ODU is an institution that values and celebrates diversity,

and this is demonstrated in policies, campus organizations, and both local and national

recognitions. ODU has been recognized as one of America’s Top 100 Employers for Diversity,

won the Higher Education Excellence in Diversity Award from INSIGHT into Diversity

Magazine, and was listed in the top 30 of the 2017 “Best for Vets” rankings. ODU has programs

in place for continued diversity and inclusion support for employees, including a President’s task

force on Inclusive Excellence and Director of Diversity Initiatives. The most recent director,

Janice Underwood, has a close relationship with MLIS faculty, having formerly worked in the

STEMPS Department and served as co-author with MLIS faculty. Dr. Kimmel served as her

dissertation chair. Virginia governor Ralph Northam recently appointed Dr. Underwood to his

administration as the state’s first ever Director of Diversity, Equity, and Inclusion.

Faculty members are active in continuing a supportive, inclusive departmental culture and

participate in diversity initiatives across campus. Drs. Anderson and Burns are active in the ODU

Women’s Caucus, whose mission states: “the caucus aids affirmative-action efforts to recruit and

retain women and lobbies for equal treatment in salary, rank, tenure, promotion, research leave,

and responsibilities.” Dr. DiScala was a member of the LGBTQIA Faculty/Staff Caucus, which

“provides a forum for Old Dominion University faculty, staff, and graduate students with

common concerns to serve the University community and to improve the working and learning

environment for lesbian, gay, bisexual, and/or transgender students, faculty, and staff, as well as

to celebrate the diversity of the LGBTQ culture at Old Dominion University.” Dr. DiScala was

also certified as an Ally through ODU Safe Space Committee. Dr. Anderson is a member of the

ODU Disability Pride Month committee, which showcases the talents and diversity of ODU

community members, including students and faculty, who identify as dis- or differently abled.

ODU MLIS SELF-STUDY 90

III.4 The qualifications of each faculty member include competence in designated teaching

areas, technological skills and knowledge as appropriate, effectiveness in teaching, and active

participation in relevant organizations.

All of the university’s instructional faculty meet the guidelines established by SACSCOC

(Southern Association of Colleges and Schools Commission on Colleges) for the credentialing of

faculty. All new full- and part-time faculty are approved by the DCEPS Dean or designee and

forwarded to the Graduate School and Academic Affairs for their approval. Full- and part-time

faculty members are fully qualified in their areas of teaching and course assignments are aligned

with faculty expertise (see Table 3.1, 3.2 and 3.3 and 56). Course assignments are determined

collaboratively, with faculty input to decide the best match of instructor and course. The

department chair determines any adjustments to the 2-2 teaching load, and the Graduate Program

Director mediates the course assignments for specific faculty. Faculty also build upon their

knowledge and skills to develop new coursework that aligns with need (please refer to

Curriculum in Standard II for more detail). Additionally, faculty are skilled in delivering course

content through and about technology; all courses are delivered in the online environment and

faculty make use of not only what is provided (Blackboard and Zoom) but also master and utilize

new technologies when pedagogically appropriate (e.g., Wakelet, Flipgrid, etc.). Faculty take

advantage of opportunities for technology training as provided through the College and the

University, such as those through the DCEPS Learning Resource Center, the Center for High

Impact Practices, and the Center for Learning and Teaching; please refer once more to Table 3.7

for examples.

The MLIS Program faculty have a demonstrated a record of excellence in online teaching

supported by ODUOnline and have been providing course content online through a previously

implemented Master of Science in Education (MSEd) with a Concentration in Library Science

program. Faculty have been recognized for online teaching, including Dr. Kimmel who received

a University Teaching with Technology Award. Technological skills and knowledge are updated

through the Center for Learning and Teaching (Table 3.7). Faculty also have research and

publications related to online teaching (Table 1.10). Several grants have supported development

of the online program including two from IMLS: Dr. Kimmel [IMLS RE-01-13-0008-13] and

Dr. Dickinson [IMLS RE-02-13-0025-13] and internal Faculty Innovator Grants from ODU.

While others faced an unfamiliar shift to online teaching and learning in 2020, the ODU MLIS

Program was already well-situated in that environment, built upon years of successful online

instruction.

MLIS faculty are active in a number of professional organizations, serving on committees and

also in leadership roles (see Table 3.8, and 56). By engaging in a diverse span of organizations,

faculty members participate in relevant conversations within the field.

ODU MLIS SELF-STUDY 91

Table 3.8

Faculty Professional Memberships, Committees, and Leadership

Full-Time

Faculty

Member

Professional

Membership

Committees and Leadership

Gail Dickinson

PhD Full

Professor (56a)

ALA, AASL, ESLS,

LRRT, LIRT,

ALISE, AERA.

External Review Panel, ALA-COA; Member,

CAEP Coordinating Committee, AASL; Member,

Past President’s School Library Leadership Team,

AASL

Sue C. Kimmel

PhD Associate

Professor (56b)

ALA, AASL, ALSC,

AERA, ESLS,

ALISE, VLA,

VAASL

Member, Editorial Board School Library Research;

Member AASL CLASS II Research Team; Chair,

Community of Scholars Committee, ESLS/AASL;

Member, Caldecott and Newbery Committees;

Member, Notable Children’s Books Committee;

Chair, Batchelder Ebook Task Force; Chair, AASL

Research & Statistics Committee; Co-author, AASL

CLASS White paper; Co-Chair, ALISE School

Library SIG; Secretary, ESLS

Amelia

Anderson, PhD

Assistant

Professor

(tenure track)

(56c)

ALA, ALISE,

ACRL, Beta Phi Mu,

LLAMA, YALSA,

LRRT, VLA,

VLACRL

Co-Chair, ALISE Works-in-Progress Committee;

Editorial Board Member, Library Quarterly journal;

Advisory Board Member, Targeting Autism in

Libraries

Elizabeth Burns

PhD Associate

Professor

(tenured 2021)

(56d)

ALA, AASL, ACRL,

ATE, ESLS, ALISE,

IFLA, VAASL

Co-Editor, School Library Research; Co- Chair,

ACRL Standards Committee; ALA Nominated

IFLA School Library Representative (2021-2025);

Chair AASL ESLS; Editorial Board member, AASL

National School Library Standards; Editorial Board

member, School Library Research; CAEP/AASL

Lead Program Reviewer; member, CAEP/AASL

Coordinating Committee; ALA Program External

Reviewer; Chair, AASL Advocacy Toolkit Task

Force; Co- Chair, ALISE School Library SIG

ODU MLIS SELF-STUDY 92

Jeffrey DiScala

PhD Assistant

Professor

(tenure track)

(56e)

AASL, ALA, AERA,

ESLS, ALISE,

GLBTRT, LRRT

Lilead Project Co-Founder; Chair, AASL

Community of Scholars Task Force; AASL Urban

Schools Task Force; Chair, AASL Supervisor’s

Position Statement Task Force; School Library

Connection Editorial Advisory Board

Dawn Betts-

Green, Lecturer

(56f)

ALA, YALSA,

Reviewer, Open Information Science; Reviewer,

Advances in Librarianship; Juror, Older Children’s

Literature, Florida Book Awards

Lindy Brown,

Lecturer (56g)

ALA, VLA

---

III.5 For each full-time faculty member, the qualifications include a sustained record of

accomplishment in research or other appropriate scholarship (such as creative and professional

activities) that contribute to the knowledge base of the field and to their professional

development.

Faculty in the College are required to submit their original scholarly work for publication, with

an emphasis placed on work published in indexed, refereed journals (60). The four MLIS faculty

eligible for tenure or promotion meet or exceed the annual expectations. Faculty have a sustained

record of publishing in peer-reviewed journals. Over the past three years (2018-2020) the four

full-time faculty have a total of 40 journal publications with each faculty member averaging 2-4

per year. This commitment to scholarship is emphasized in the DCEPS mission and vision.

Table 3.9

Peer-reviewed Publications for Full-Time Faculty 2016-2020

2020

2019

2018

2017

2016

Dr. Anderson

Dr. Burns

Dr. DiScala

Dr. Kimmel

ODU MLIS SELF-STUDY 93

Faculty members publish in a diverse set of journals, spanning the library and information

landscape and beyond. Faculty members value collaboration and multidisciplinary works,

expanding the reach of the Library and Information landscape. See, for example, publications

from faculty in journals such as Reading Psychology, a journal addressed to the fields of literacy,

reading, and related psychology disciplines; Focus on Autism and Other Developmental

Disabilities, which covers issues for individuals with autism and their families and caregivers;

and First Monday, an open-access journal about the internet. Faculty in the MLIS Program

regularly produce rigorous research articles based in their areas of expertise, and often with

practical implications and application for library practitioners. Faculty understand the value in

translating research results broadly and regularly present at local, national, and international

communities of LIS practitioners and scholars (56). LIS faculty are also encouraged to submit

grant applications for research and are supported through both the ODU Office of Research and

the ODU Research Foundation, which assist with grant development and implementation.

Additionally faculty present regularly at national and international conferences, contribute to

major national competitive grants, serve on advisory boards, and review for highly ranked

journals (56). A summary of research accomplishments for full-time faculty is detailed below in

Table 3.10.

Table 3.10

Faculty Research Accomplishments through 2021

Gail Dickinson PhD, Full Professor

30 peer reviewed articles, 7 books, 7 book chapters

Sample of

Journals

JELIS, Library Quarterly, Library and Information Science Research, School

Libraries Worldwide, School Library Research

Sue C. Kimmel PhD, Associate Professor

38 peer reviewed articles, 3 books, 9 book chapters, 2 published proceedings

Sample of

Journals

School Library Research, School Libraries Worldwide, Library Quarterly,

Journal of Teacher Education, Teachers College Record, Reading Psychology

ODU MLIS SELF-STUDY 94

Serve as

Reviewer

School Library Research, School Libraries Worldwide, LIBRI, Urban

Education

Amelia Anderson, PhD, Assistant Professor (tenure-track)

14 peer reviewed articles, 1 book, 7 published proceedings

Sample of

Journals

Library & Information Science Research (LISR), Library Quarterly, College

& Research Libraries, Library Leadership & Management (LL&M), Journal

of Librarianship and Information Science (JOLIS), First Monday, Focus on

Autism and Other Developmental Disabilities

Serve as

Reviewer

ALISE conference full research papers; Editorial Board member and reviewer

Library Quarterly

Elizabeth Burns, PhD, Assistant Professor (tenure-track)

19 peer reviewed articles, 2 books, 2 book chapters, 8 published proceedings

Sample of

Journals

School Library Research, School Libraries Worldwide, Journal of Education

for Library and Information Science, Journal of Library & Information

Services in Distance Learning, Studying Teacher Education

Serve as

Reviewer

Co-Editor of School Library Research.

Review for School Libraries Worldwide, Journal of Teacher Education

Jeffrey DiScala, PhD, Assistant Professor (tenure-track)

12 peer reviewed articles, 2 book chapters, 2 published proceedings

ODU MLIS SELF-STUDY 95

Sample of

Journals

Professional Development in Education, Library Quarterly, School Library

Journal, School Libraries Worldwide, Knowledge Quest

Serve as

Reviewer

School Libraries Worldwide, IMLS

Accelerating Promising Practices for Small Libraries

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 assessment, 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.

All full-time tenured/tenure-track faculty have PhDs, earned for their ability to conduct original

research in the field, from respected and diverse universities (Table 3.1). Additionally, faculty

have backgrounds working in a diversity of settings, including urban, rural, and international

communities, school, academic, and public libraries (see Table 3.11). These backgrounds

provide specialized knowledge for course instruction; refer once more to Table 3.1 for faculty

specialties.

Table 3.11

Diversity of Backgrounds of Full Time Faculty

Full-Time Faculty

Practical Experience

Gail Dickinson PhD,

Full Professor

Library Supervisor, Union-Endicott Central School District, Endicott,

School Librarian, Broadwater Academy, Exmore, VA

School Librarian, Cape Charles, VA

Graduate Assistant, Government Documents, University of North

Carolina at Chapel Hill

ODU MLIS SELF-STUDY 96

Sue C. Kimmel PhD,

Associate Professor

School Librarian, Winston-Salem Forsyth County Schools and

Guilford County Schools, NC

National

Board Certified Library Media

Bibliographer and Reviewer,

The Elementary School Library

Collection

Acting Circulation Supervisor, Guilford College Library, NC

Graduate Assistant, Math/Physics Library, University of North

Carolina at Chapel Hill

Amelia Anderson,

PhD, Assistant

Professor

(tenure-track)

Branch Librarian, Orange County Library System, Orlando, FL

Outreach Services Librarian, Hernando County Public Library System,

Brooksville, FL

Elizabeth Burns PhD,

Assistant Professor

(tenure-track)

Lecturer, School Library Education, School Library Program, Old

Dominion University

School Librarian, Department of Defense Dependent Schools,

Quantico, VA

Assistant School Librarian, Arlington Diocese, Triangle, VA

Classroom Teacher, English,

Social Studies, Reading & Spanish;

Department of Defense Dependent Schools, Heidelberg, Germany,

and Hampton City Schools, VA

Jeffrey DiScala PhD,

Assistant Professor

(tenure-track)

Research and Planning Director, The Lilead Project, Lilead Fellows

and Leaders Programs

School Librarian, Nicholas Orem Middle School, Prince George’s

County Public Schools, Hyattsville, MD

Graduate Research Assistant, The Lilead Project, The University of

Maryland

Dawn Betts-Green,

PhD, Lecturer

Researcher, ACRL and Information Literacy in Community College

Libraries

Researcher, COVID

-related health information for homeless and

opioid-use populations

Information Assistant and Writer

ALLY Accessibility Project, School of Information, Florida State

University

ODU MLIS SELF-STUDY 97

Lindy Brown, MLIS,

Lecturer

Reference Librarian, Systems & Operations, Corvallis-Benton County

Public Library, Corvallis, OR

Reference Librarian, Adult Services, Corvallis

-Benton County Public

Library, Corvallis, OR

Albany Public Library, Alban

y, OR

Academic Counselor, Oregon State University, Corvallis, OR

Coordinator, Student Services, University of Florida, Gainesville, FL

Academic Advisor, College of Liberal Arts & Sciences, University of

Florida, Gainesville, FL

MLIS faculty are committed to collaboration, and liaison with faculty of other disciplines for

publications and grants within the university including educational research (Dr. Shana Pribesh),

computer science (Dr. Michael Nelson), critical disability studies (Dr. Ruth Osorio),

communication sciences and disorders (Dr. Selena Layden), literacy (Dr. Danielle Hartsfield),

and culturally responsive pedagogy (Dr. Janice Underwood). This multidisciplinary approach

also extends through teaching: MLIS faculty are currently working on course development with

faculty members from Computer Science and ODU Libraries to develop coursework in Archives,

including Digital Archives. A grant was submitted (unfunded) to NEH in 2020 and a current

proposal for an IMLS grant to develop a cross-disciplinary digital archives certificate was

recently invited to a full proposal. Faculty from Computer Science, Cybersecurity, ODU

Libraries, and the MLIS Program are collaborating on the digital archives certificate. Regardless

of the grant funding, this work will move forward. A Seminar in Archives and Special

Collections was taught in summer 2021 by Jessica Ritchie, the Director of Archives and Special

Collections for ODU Libraries.

MLIS Faculty also chair and serve on dissertation committees for a variety of disciplines and

departments within DCEPS. This service reflects the research and content expertise of MLIS

faculty and relationships held across departments. MLIS service as a chair or member of

dissertation committees is detailed in Table 3.12 below.

Table 3.12

Service on Dissertation Committees by MLIS Faculty

Department

Concentration

Student

Chair

Member

Educational

Foundations and

Leadership

Higher Education

Adam-Turner,

Nancy

Dickinson

ODU MLIS SELF-STUDY 98

Teaching and

Learning

Curriculum &

Instruction

Branyon, Angela

Dickinson

STEMPS

Instructional

Design &

Technology

Brown, Jennifer

Scott

Dickinson

STEMPS

Instructional

Design &

Technology

Hostetler, Kirsten

Burns

STEMPS

Instructional

Design &

Technology

James-Collins,

Karla

Kimmel

Teaching and

Learning

Curriculum &

Instruction

Roji-John,

Rebecca

Kimmel

Teaching and

Learning

Curriculum &

Instruction

Ruzzi, Bree

Kimmel

Educational

Foundations and

Leadership

Community

College

Leadership

Ryan, Diane

Kimmel

Teaching and

Learning

Curriculum &

Instruction

Soulen, Rita

Dickinson

Burns

Teaching and

Learning

Curriculum &

Instruction

Trzeciakiewicz,

Stephanie

Dickinson

Teaching and

Learning

Curriculum &

Instruction

Underwood,

Janice

Kimmel

Teaching and

Learning

Curriculum &

Instruction

Forest, Danielle

Kimmel

ODU MLIS SELF-STUDY 99

Teaching and

Learning

Curriculum &

Instruction

Innes, Alisa

Kimmel (co-

chair)

Teaching and

Learning

Curriculum &

Instruction

Kimmel

Educational

Foundations and

Leadership

Ed Leadership

Walker, Brittany

DiScala

Teaching and

Learning

Curriculum &

Instruction

Wine, Lois

Kimmel

Dickinson

Teaching and

Learning

Curriculum &

Instruction

O’Hearn, Maria

Kimmel

Teaching and

Learning

Curriculum &

Instruction

Rippard, Kelly

Kimmel

MLIS faculty value close relationships with the field. At ODU, library staff members serve as

part-time faculty and on the MLIS Advisory Board. The MLIS Advisory Board also consists of

practitioners from libraries of all types across the state. Faculty are active in ALA both at the

national level and through local divisions, through VLA, as well as subdivisions VLACRL and

VAASL. Refer once more to Table 3.8 Professional Memberships, Committees, and Leadership.

Faculty exhibit at VAASL annually, have exhibited annually at VLA since 2017, and regularly

present in these venues. Supervision of library practicums and internships entails close and

regular contact with supervisors and practitioners in the field. Ability to conduct research in the

field is evidenced by the work done not just for practitioner benefit but also in collaboration with

practitioners.

MLIS faculty have a history of grant awards that include liaison with the field. Dr. DiScala is the

Research and Planning Director of The Lilead Project [IMLS RE-40-16-0166-16], which

prepares leaders in school librarianship. Dr. Anderson is the Project Director and Co-PI of

Accessibility in Making, which is working with public librarians and library patrons to

understand accessibility in makerspaces and making activities [IMLS LG-246292-OLS-20]; Drs.

Kimmel [IMLS RE-01-13-0008-13] and Dickinson [IMLS RE-02-13-0025-13] also have

ODU MLIS SELF-STUDY 100

received IMLS grants related to the preparation of librarians and library faculty. Assessment and

planning are also components of these grants.

An intellectual environment is valued by the MLIS faculty, and a collaborative, supportive

environment has been nurtured. Monthly, the program meets for daylong writing and research

retreats, providing one another with support and methods for accountability. These initiatives

work toward accomplishing MLIS Program objectives.

Faculty conduct research with each other and present together at national conferences.

Collaborative MLIS faculty research is often focused on assessment and improvement including

e-advising, community service, community of practice, and integrating research into coursework.

A significant body of research by faculty concerns inquiry into effective teaching, student

perceptions of the program, and program objectives. A sampling is listed below. Other

collaborative publications and presentations can be found on faculty CVs (56).

● DiScala, J., Burns, E., & Kimmel, S. C. (2020). Pre-service school librarians’ perceptions

of research pedagogy: An exploratory study. School Library Research, 23, 1-21. (61f)

● Burns, E., Kimmel, S. C., & DiScala, J. (2019). E-Advising: Expanding advising for

distance LIS students. Journal of Library & Information Services in Distance Learning,

13(4), 369-385. (61d)

● Kimmel, S.C., Burns, E., and DiScala, J. (2019) Community at a distance: Employing a

community of practice framework. Journal of Education for Library and Information

Science, 60(4), 265-284. (61c)

● Kimmel, S., Howard, J. & Ruzzi, B. (2016). Educating school library leaders for radical

change through community service. Journal of Education for Library and Information

Science, 57 (2), 174-186. (61h)

● Underwood, J., Kimmel, S. C., Forest, D., & Dickinson, G. (2015). Culturally relevant

booktalking: Using a mixed reality simulation with preservice school librarians. School

Libraries Worldwide 21(1) 91. (61i)

● Pribesh, S., Dickinson, G. K., & Bucher, K. T. (2006). A comparison of online and face-

to-face cohorts in a school library media specialist graduate program: A preliminary

study. Journal of Education for Library and Information Science, 303-323. (61j)

III.7 Faculty assignments relate to the needs of the program and to the competencies 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.

ODU MLIS SELF-STUDY 101

To ensure that quality of instruction is maintained, each course in the MLIS Program is assigned

a full-time faculty member as lead faculty (see Table 3.13). Lead faculty are assigned based on

competencies and have responsibility for content and oversight of part-time faculty if assigned.

Teaching assignments are made through collaborative processes, with content knowledge and

individual competencies taken into great consideration. Students in the MLIS Program benefit

with knowledgeable instructors based on their area of expertise.

Quality instruction is maintained through ensuring faculty have adequate time and support to

develop and deliver instruction. Faculty Teaching Load as described in the ODU Teaching and

Research Faculty Handbook states all faculty in the university have a 24 credit teach load for the

academic year. The apportionment of that load among teaching, research, administrative and

other responsibilities is based on consultation between the faculty member and department chair.

Typically, in the Darden College of Education and Professional Studies, most tenure-track

faculty teach two 3-credit courses each semester (2/2) with the remaining teach load devoted to

research and service. Lecturers teach a 4/4 load. Additional course releases are also provided

with approval by the Department Chair and Dean; Graduate Program Directors (GPDs) receive a

course release to perform administrative duties (See Table 3.13). New faculty typically negotiate

a course release for the first year. With the loss of the Lecturer position in 2020, faculty divided

up responsibility for advising with an average of 30 students per faculty member. At the close of

each semester, department chairs are required to complete a Workload Reporting form detailing

the teachload of each faculty member in the department (137, 138, 139, 140).

Class sections are capped at 20 students to ensure a quality instructional experience for students,

allowing time for faculty to provide abundant formative feedback. Table 3.13 shows the courses

that each full-time faculty member has taught since Fall 2019. Course releases were provided to

Dr. Kimmel for administrative duties as GPD and to Dr. DiScala as part of his start-up package

in Fall 2019. All faculty are considered competent based on their academic credentials and

experience to teach the four core courses that cover content considered basic to the field.

Table 3.13

Courses Taught by MLIS Faculty 2019-2021, lead faculty in bold

Anderson

Burns

Dickinson

DiScala

Kimmel

Sum 2021

LIBS 691

LIBS 668

LIBS 669

LIBS 680

LIBS 644

LIBS 602

ODU MLIS SELF-STUDY 102

Spr 2021

Family

Leave

LIBS 676

LIBS 668/669

LIBS 658

LIBS 674

LIBS 644

LIBS 608

Course release

Fall 2020

LIBS 612

LIBS 647

LIBS 655

LIBS 668

LIBS 658

LIBS 608

LIBS 674

LIBS 608

Sum 2020

LIBS 691

LIBS 668/669

LIBS 680

LIBS 644

LIBS 602

LIBS 695

Spr 2020

LIBS 608

LIBS 690

LIBS 676

LIBS 674

LIBS 608

LIBS 697

Course release

Fall 2019

LIBS 608

LIBS 612

LIBS 668

LIBS 680

LIBS 608

Course release

LIBS 608

Course release

Courses are offered during all three semesters: fall, spring, and summer. While full-time faculty

are not on contract to teach during the summer (May 25 through July 24), they have the

opportunity to teach with extra compensation. Most full-time faculty do teach summer courses.

Although the GPD is faculty and on a 10-month faculty contract, GPDs are paid a summer

stipend to ensure that the quality and consistency of the program continues through the summer

months. Faculty have also been granted course releases as part of their start-up package or in

acknowledgement of additional duties.

All core courses are developed by full-time faculty and have a lead instructor who is a full-time

faculty member. Part-time faculty work closely with these faculty members, who serve to ensure

that everyone is aware of changes to curriculum or program policy. Table 3.14 shows the

percentage of sections taught by full-time faculty. Often when there are multiple sections of a

course, a faculty member will serve as the lead instructor to be followed by one or more part-

time faculty. In Table 3.14, the distribution of course assignments in each semester is shown as

an equation. For example, in Spring 2021 there were five full-time faculty members

(2+2+2+1+0). Drs. Burns, Dickinson & DiScala each taught two classes (2+2+2) considered a

full teaching load in DCEPS. Dr. Kimmel had a course release for her administrative duties and

taught one course, and Dr. Anderson was on Family and Medical Leave and was not teaching.

Dr. Dickinson joined the faculty in Fall 2020 when each faculty member taught two courses for a

total of ten. No course releases or research leaves were granted in Fall 2020 due to budget

concerns related to Covid.

ODU MLIS SELF-STUDY 103

Table 3.14

Distribution of Number and Percentage of Course Sections Taught by Full-time Faculty

Semester

Total #

Sections

# Sections taught

by FT

% Sections taught

by FT

Fall 2019

6 (2+2+1+1)

Spring 2020

7 (2+2+2+1)

Summer 2020

Fall 2020

10 (2+2+2+2+2)

Spring 2021

7 (2+2+2+1+0)

Summer 2021

III.8 Procedures are established for systematic evaluation of all 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.

All full-time faculty are systematically reviewed yearly according to procedures described in the

ODU Teaching and Research Faculty Handbook. Non-tenured faculty are initially reviewed by

the Departmental Promotion and Tenure Committee and then by the Chair who each make a

recommendation of re-appointment or non-appointment, followed by the Dean who decides on

reappointment.

All faculty are evaluated annually. The process for the annual review of faculty is detailed in the

Evaluation of Tenured Faculty in the ODU Teaching and Research Faculty Handbook. Each

faculty member submits a portfolio of accomplishments in teaching, research, and service from

the previous year to the University’s management system. Faculty are evaluated on

accomplishment based on publication and grant submissions to ensure they are contributing to

the body of knowledge in their field through research (60). Service contributions and teaching

quality are also evaluated (63).

ODU MLIS SELF-STUDY 104

Lecturers and non-tenured, tenure-track faculty are evaluated on their effectiveness in teaching

through an annual teaching portfolio review (see Peer Review of Portfolio within the ODU

Evaluation of Teaching Effectiveness in the Teaching and Research Faculty Handbook; review

examples on site). Tenured faculty are reviewed on a five-year basis using the same process.

Additionally, detailed procedures and expectations are outlined in the ODU Teaching and

Research Faculty Handbook; see “University Policy on the Evaluation of Teaching

Effectiveness.” Teaching portfolios are evaluated by peers, and MLIS faculty all participate in

this peer process. Each faculty member’s teaching portfolio is evaluated by three other members

of the Department. The chair of the Promotion and Tenure Committee assigns peer review teams

and seeks to include an MLIS faculty member on the team for each MLIS faculty member. In

this process, MLIS faculty have the chance to provide each other feedback regarding teaching

efforts.

A pre-tenure review of tenure-track faculty is conducted in addition to the annual evaluation

process. Faculty under third year review compile and submit a package summarizing

accomplishments in their first two and a half years. This material is reviewed by the department

and the college promotion and tenure committees, the Department Chair, the Dean, and the

provost. A letter is provided to the faculty member for their files at each of these levels of

review. The Pre-Tenure procedure is outlined in detail in the Tenure section of the ODU

Teaching and Research Faculty Handbook. After the pre-tenure review, the Dean and

Department Chair meet with the faculty member to discuss the pre-tenure review and progress

toward tenure. At this time, any support needed for the faculty member is also identified.

Students are invited but not compelled to complete Student Opinion Surveys at the end of fall

and spring courses and before grades are submitted. These surveys include questions regarding

the course delivery, content, and the instructor. These reports are available to faculty after grades

are submitted and are a required element in the materials supported for the annual review of

faculty. Student Opinion Surveys are not automatically loaded for summer courses and require

activation by the faculty member.

Beginning with the 2019 calendar year, the MLIS faculty established a procedure for the

evaluation of part-time faculty (112). Part-time faculty are divided among full-time faculty who

request an updated CV, copies of course syllabi, copies of Student Opinion Surveys, and a brief

reflection with copies of any newly-developed assignments. The evaluation is written as a

paragraph and is submitted to the Department Chair.

III.9 The program has explicit, documented evidence of its ongoing decision-making processes

and the data to substantiate the evaluation of the faculty.

ODU MLIS SELF-STUDY 105

Explicit policy guides decision-making regarding the evaluation of faculty, including who

conducts the evaluation at each level. Actions for improvement are directed by the Department

Chair or the Dean. MLIS faculty are evaluated on multiple levels, and data are collected at all

points. Teaching, research, and service are evaluated through a systematic process, and feedback

and strategies for improvement and growth are documented with clear benchmarks. Data to

substantiate evaluation of faculty is retained in the Dean’s office.

The data to substantiate the evaluation of the faculty are letters described in Table 3.15.

Schedules for these letters are in the Schedule for Faculty Personnel Actions in the Teaching

and Research Faculty Handbook. These letters will be available on site. These letters provide

detailed feedback about the progress a faculty member is making toward tenure and/or

promotion and include specific areas for growth.

Table 3.15

Review Letters Documenting Faculty Evaluations (available on site)

Faculty Rank

Documentation

Tenured faculty annual review

Letters from department chair and dean. Every 5 years

letter from peer evaluation of teaching portfolio.

Tenure-track faculty annual review

Letters from department P&T committee, department

chair, and dean. Letter from peer evaluation of teaching

portfolio.

Tenure-track faculty third year

review

Letters from department P&T committee, department

chair, college P&T committee, dean & provost

Tenure review

Letters from department P&T committee, department

chair, college P&T committee, dean, university P&T

committee, provost, and Board of Visitors

Promotion review

Letters from full members of department P&T

committee, department chair, college P&T committee,

dean, university P&T committee, provost, and Board of

Visitors

Part-time faculty annual review

Letter from MLIS faculty

ODU MLIS SELF-STUDY 106

Student Opinion Survey data are in the form of reports and will also be available on site.

III.10 The program demonstrates how the results of the evaluation of faculty are systematically

used to improve the program and to plan for the future.

Data are collected with the intent that it be used to inform future directions. Faculty provide

reflection in their annual teaching portfolio of the ways they seek to improve instruction and

respond to student evaluations. Many faculty conduct their own course surveys to gather

additional data to improve instruction (on site). End of course surveys of students are also used

to discuss improvements in the delivery and content of courses at regular MLIS Program faculty

meetings. An MLIS faculty member is usually a part of the peer evaluation for other MLIS

faculty, and this allows faculty to know each other’s teaching strengths and areas for

improvement. Teaching is often discussed at program meetings as part of program improvement.

For example, faculty in the January 13, 2021 meeting adopted a program norm of grading

student work within 2 weeks of submission (1j) following a discussion of this as a concern raised

on course evaluations.

The Chair and Dean counsel tenure-track, non-tenured faculty regarding balancing research with

teaching and service. There is an annual process in which tenure-track, non-tenured faculty

members receive a review letter from the Promotion and Tenure Committee (on site). Faculty

have the opportunity to meet with the Chair at this point. At the faculty member’s third-year

review, they also meet with the Dean.

The GPDs meet frequently with the Chair to discuss resources to improve the MLIS Program

and plan for the future based on faculty evaluations. Non-tenured faculty are evaluated annually,

including their teaching portfolio and Student Opinion Surveys by the Promotion & Tenure

Committee, Chair, and Dean. Suggestions for improving instruction are a standard part of each

evaluation and in many cases, the GPD or Chair meets individually with a faculty member to

discuss improvement.

End-of-course Student Opinion Surveys are considered in the evaluation and retention of part-

time faculty. The GPDs and lead faculty work with part-time faculty who receive poor

evaluations. A decision may be made to terminate or reassign a part-time faculty particularly if

student evaluations and feedback demonstrate a failure to communicate effectively with students.

The online program is conducted through Blackboard and lead faculty are always included in the

Blackboard sections taught by part-time faculty and frequently in each other’s courses, as well.

This provides the opportunity to share best practices across classes.

ODU MLIS SELF-STUDY 107

Other sources of data available to faculty include grade reports. The University compiles a

DropFailWithdrawIncomplete (DFWI) report for courses with high levels of failing, withdrawal,

or incomplete grades. None of the graduate LIBS courses have ever appeared on this list, but the

data can be a signal of concern.

ODU MLIS SELF-STUDY 108

Standard IV: Students

IV.1 The program formulates recruitment, admission, retention, financial aid, career services,

and other academic and administrative policies for students that are consistent with the mission

and program goals and objectives. These policies include the needs and values of the

constituencies served by the program. The program has policies to recruit and retain students

who reflect the diversity of North America's communities. The composition of the student body is

such that it fosters a learning environment consistent with the program’s mission and program

goals and objectives.

The MLIS Program supports the University's efforts “to ensure equal opportunity for all persons

regardless of race, color, national origin, age, marital status, sex (including pregnancy), political

affiliation, sexual orientation, gender identity, genetic information, disability, religion, or veteran

status in employment, educational programs and activities, and admissions.” In particular, the

MLIS Program objective that “focuses on the preparation of culturally-responsive librarians who

can provide resources and services for increasingly diverse communities for the Commonwealth

of Virginia, the nation, and the world” is best accomplished with a diverse student body who

contribute to the learning of classmates and the MLIS Program. ODU has several initiatives

directed at diversity and has earned numerous national recognitions for diversity and inclusion

https://www.odu.edu/life/diversity .

A learning environment characterized by diversity is key to the program’s mission, goals, and

objectives. Diversity is also a value clearly expressed by the constituencies served by the MLIS,

as seen in early planning documents (127), discussions of the MLIS Advisory Board (2) and in

surveys of employers (111) and students (22). Diversity in this case includes but is not limited to

the demographics highlighted in Table 4.1. Students also bring a variety of experiences and

interests in libraries and information careers. This variety enriches the learning environment. All

policies detailed in this section determine the composition of the student body: recruitment,

admissions, and retention are each key to establishing and sustaining the learning environment

expressed in the MLIS vision, mission, goals, and objectives. For example, Principles of

Universal Design for Learning are incorporated to allow students to demonstrate mastery of

content in the manner that best suits their learning style. One example of this is in the Job

Presentation assignment in LIBS 691 Seminar in Academic Librarianship in which students may

submit a written paper or a recorded video to display their work (18f).

Table 4.1 provides descriptive statistics for students enrolled in Spring 2021. Approximately half

of the current students are in the school librarian concentration and about a third are in the

general MLIS. The remaining twenty percent of students have identified as interested in initial

licensure for school librarianship. Initial licensure is for students interested in school

librarianship who do not have a teaching license and are enrolled in the general MLIS. Moving

ODU MLIS SELF-STUDY 109

forward, they will be advised to take extra coursework as needed for licensure. Some will decide

to remain in the general MLIS and prepare for careers in public or academic libraries.

Table 4.1

MLIS Spring 2021 Students

Race and ethnicity

82% white; 13% black; 3% Hispanic; 1% Asian; 1% two or more races

Gender

91% female; 9% male

Concentration

47% school library; 20% initial licensure; 33% general MLIS

Geography

28 % Hampton Roads; 69% VA outside HR; 1% US outside VA; 2%

international

Experience in

program

17% new this semester (Spring 2021)

Course load

39% taking 1 course; 54% 2 courses; 7% 3 or more courses

A Student Advisory Committee was appointed in Fall 2019 and meets at least twice a year (9).

Members of the Student Advisory Committee were selected by library faculty to reflect key

types of diversity in the student body: race, gender, concentration, experience, geography, and

number of semesters with the program. Geography refers to representation from various regions

of the Commonwealth of Virginia beyond Hampton Roads. As students near graduation, they

may rotate off to be replaced with newer students. Faculty nominate students who have

demonstrated leadership in coursework and the program. The officers from the Student Chapter

of the American Library Association are also included on the Student Advisory Committee.

ODU and the MLIS Program are committed to increasing diversity in admitted students. Table

4.2 compares the demographics of the student body with those of the state of Virginia, Virginia

public schools, Old Dominion University undergraduates, and public universities in the state.

ODU MLIS SELF-STUDY 110

Table 4.2

Demographics of ODU MLIS Students Compared with ODU and Virginia Demographics - 2020

White

Black

Hispanic

Asian

Two or

races

Other

MLIS Students

82%

13%

ALISE Statistics 2020 *

65%

9.8%

3.4%

2.2%

14.6%

ODU Master’s Students

61.7%

19.7%

.04%

4.4%

9.16%

Virginia Residents

61.2%

19.9%

9.8%

6.9%

3.2%

.6%

Virginia Public School

Students

46.3%

22.1%

17.5%

7.4%

6.2%

.5%

ODU Undergraduates

43.5%

31.6%

3.9%

All Virginia College &

University Students

62.7%

16.3%

8.9%

7.4%

4.3%

.4%

* ALISE 2020 Statistical Report (International enrollments not included).

Recruitment

The MLIS Program’s strategic objective to “Implement state-of-the-art technologies to attract,

recruit, and retain students to the program who reflect the diversity of our communities” guides

recruitment practices. Recruitment efforts are directed toward diverse audiences including

paraprofessionals and ODU undergraduates, as well as with potential employers or others with

potential to reach a broad and diverse audience. Old Dominion University has been recognized

as a “Top 15 University in the Nation for African-American Student Success” as well as being a

military friendly “top ten”; therefore efforts to direct recruitment from ODU undergraduates and

alumni seems likely to reach diverse applicants. MLIS Program faculty, assisted by the Director

of Marketing and Communications of the Darden College of Education and Professional Studies

(DCEPS), ODUOnline, and Graduate Admissions, engage in marketing for the MLIS using

state-of-the-art technologies such as the website and webinars (66). During Covid-19 these

efforts have been conducted in Zoom, but the program expects to return to in-person events on

site (67 & 68) directed at ODU’s diverse undergraduate population in addition to the online

webinars. An undergraduate student organization, Future Information Professionals, provides a

path for current ODU students interested in the field and has attracted a diverse group of students

(69). MLIS Program faculty are also discussing creating a path for interested undergraduates and

community college students toward the MLIS (1i). Table 4.3 details examples of ongoing

recruitment efforts.

ODU MLIS SELF-STUDY 111

Table 4.3

Recruitment Efforts for MLIS

Type of

Recruitment

Target Audience

Examples

Webinars

Paraprofessionals,

undergraduates, K-12

Teachers

Spring 2019, Fall 2019, Spring 2020, Fall

2020, Spring 2021 (66, 71)

Exhibits &

Sponsorships

Employers,

paraprofessionals, K-12

Teachers

ALA, VLA, VAASL, ALISE advertisement

Website

ALL

MLIS web page, ODU webpage, ODUOnline

web page

In-Person

ODU Undergraduates &

others by invitation

Pizza lunch 2019 (67) & 2020 (68) , UVA

students (124), ODU Paraprofessional staff

(72), Library of Virginia Trustees (131)

The program has taken several specific initiatives to increase diversity. The College has memos

of understanding (MOUs) (119) with school divisions (districts) in Virginia (70) to provide a

25% discount to teachers and other employees of the division. Recruitment has included school

divisions with high diversity such as Norfolk, Newport News, Portsmouth, and Richmond City.

Additionally, the MLIS Advisory Board has suggested that the paraprofessional workforce in

libraries represents considerably more diversity than the professional workforce. Recruitment

efforts have been directed at these library employees and included an email to all library

directors in public, school, and academic libraries to be distributed to their paraprofessional staff

(71) and an in-person information session with paraprofessionals at the ODU Libraries (72).

ODU Employees are entitled to a tuition benefit following a year of full-time employment.

A marketing campaign is in preparation for launch once ALA accreditation is achieved. The

campaign will utilize social media and other technologies to market the degree nationally (1j,

73). Faculty are currently creating a marketing plan and developing a logo for the MLIS.

ODU MLIS SELF-STUDY 112

Admissions

Policies detailed in the Graduate Catalog for admissions explicitly state “Old Dominion

University is open to all qualified students regardless of race, color, religion, gender (including

pregnancy), age, national origin, veteran status, disability, political affiliation, sexual orientation,

or genetic information” along with minimum requirements for admissions. The MLIS Program

has clearly stated application requirements and policies for admissions (graduate catalog, MLIS

website, 74).

Table 4.4

Admissions to the MLIS

Students must:

1. Hold a bachelor’s degree in any field from a regionally accredited college/university

2. Have an undergraduate grade point average of at least 3.0

3. Apply for admission to the graduate school

4. Submit a current resumé

5. Submit a writing sample addressing a prompt supplied by Admissions

Under certain circumstances, applicants who do not fully meet the requirements for regular

admission to the program may be provisionally admitted or may be required to take the GRE to

provide additional metrics.

Details regarding admissions procedures and decisions can be found below in section IV.3

Retention and Continuance

Continuance policies for graduate students are determined by the Graduate School and published

in the Catalog and the MLIS Student Handbook (51). According to Graduate School policy,

students whose GPA drops below 3.0 are placed on academic warning; those who do not achieve

a 3.0 within 12 credit hours are suspended and must request reinstatement to enroll in further

coursework. GPDs may also place students on an academic suspension or decide to dismiss a

student from the program. The GPD and the student may work to reinstate a student following

academic suspension (75). These policies are available through the Graduate Catalog and online.

Additionally the MLIS faculty are diligent about following up with students who do not register

or enroll in a given semester (76). Students are advised about returning to the program. Policies

and procedures are in place to readmit students missing for 2 or more semesters. ODU has an

office committed to student success, ODU CARES, where students may be referred for

assistance in returning to classes or appealing tuition for emergency withdrawals from class.

ODU MLIS SELF-STUDY 113

Financial Aid

Financial aid is facilitated by the Office of Financial Aid. Students are referred to this office

immediately upon admissions (77, 78). Teachers and classified staff as well as school librarians

seeking the additional credential of an MLIS have taken advantage of the discount provided to

employees of school divisions who have MOUs with DECPS. Many of these MOUs are with

school divisions representing racial, cultural, economic, and geographic diversity (70). Students

must register online every semester for the discount, and DCEPS verifies their employment each

semester.

A list of scholarships is maintained by the Student Chapter of the American Library Association.

Faculty actively nominate students for applicable scholarships. Students are nominated; one

student recently received the Dickinson Award from the Virginia Association of School

Librarians (79). Faculty are asked to submit letters of reference for ALA scholarships (80).

Family of an alumna have established a new scholarship, The Flo Blankenship Memorial

Scholarship, that will become available to students in the MLIS for the 21-22 academic year

(MOU available on site). The MLIS will also develop an active plan for further gifts and

development with assistance from the University Development Office.

Two graduate assistantships (GA) in ODU Libraries were made available for MLIS students for

2019-2020 (81) and 2021-22 (64, 65). GA positions provide a stipend to students in exchange for

20 hours per week. To be eligible, students must be enrolled full time. One graduate assistantship

was awarded for 2019-2020 in ODU Libraries, and a GA was funded and appointed to work with

the MLIS Program faculty for 2021. The MLIS program GA was awarded to an MLIS student.

The full-time, on-campus requirements of GAs are barriers for many of our students. One student

was offered an assistantship, but acceptance required that she give up her part-time, on-campus

job, and she was unwilling, financially, to do so.

Students receive other financial assistance through various professional organizations. For

example, school library students are required to purchase the AASL Standards and receive a free

year’s membership in AASL with ALA membership (82). MLIS Program faculty plan an

institutional membership in ASIST, which includes free membership for a limited number of

students (1i).

Career Services

Advising in the Master of Library and Information Studies program focuses on a student’s career

objectives. Students in LIBS 608 Foundations of Libraries and Information observe a variety of

library workplaces, interview and meet guest speakers from a variety of workplaces, begin work

on a professional portfolio, and start to identify an area of interest (18a). Students are advised

into an area of concentration, electives, and an internship based on their career interests (78). The

program works closely with the Office of Clinical Experiences to provide students with practical

ODU MLIS SELF-STUDY 114

experiences leading toward employment. Career Development Services provides numerous

support services, including mock interviews and resumé review, for graduate students. Their

office has presented at Summer Institute (83) and provided a webinar on converting an e-

portfolio to a professional one (84). Career Development Services are also available to graduates,

who are reminded about these services when we follow up regarding employment (85). Students

pursue job leads on the Blackboard organization site (86) and through email (87). The

Blackboard Organization Space (available on site) with job seeking advice, job boards, and other

career advice, also provides a Career and Professional folder.

The MLIS internship requirement is a program policy focused on furthering the program mission

to prepare graduates for “ethical practice, professional values, analytical skills, leadership, and

lifelong learning.” A decision was made to include an internship in the program based on advice

from the MLIS Advisory Board and concerns from potential employers that MLIS graduates

need experience in libraries. These policies are detailed in the Internship Handbook (52). More

details regarding the internship are included in Standard II.

IV.2 Current, accurate, and easily accessible information about the program is available to

students and the general public. This information includes documentation of progress toward

achievement 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 program

demonstrates that it has procedures to support these policies.

Current and accurate information about the program is easily accessible to students and the

general public through Old Dominion University’s website, the Graduate Catalog, and the MLIS

Program’s website. Additionally, all current students are enrolled in a Blackboard Organization

Space (available onsite), where the program has made a concerted effort to include information

and links needed by students. A Communication Checklist (17) has been developed and is

reviewed at each MLIS Faculty Program meeting to ensure regular and timely announcements

are shared with students. A Student Handbook (51), revised annually, is sent to every student and

is available through both the Blackboard Organization Space and the MLIS Program’s website.

Students also have access to the Internship Handbook (52) which details procedures, placements,

and assessments. The public often first encounters ODUOnline, which leads to admissions

coaches who can direct inquiries to the program website or the Graduate Program Director. The

Graduate Catalog, available online, is of interest to the public but also to current students as it

contains key policies, information about the MLIS, and available courses. Following the

November 2020 Student Advisory Committee meeting (9c), faculty developed and implemented

a calendar of regularly-scheduled emails reminding students of key dates and to check the

Organization Space (17). Table 4.5 details the sources of documentation and procedures to

support review of these practices.

ODU MLIS SELF-STUDY 115

Table 4.5

Accessible Information about the MLIS with Supporting Procedures

Sources of

accessible

information

Procedures in place to support review of these

practices

Program goals &

objectives,

including progress

MLIS Program

website

Blackboard

Organization

Space

Reviewed with MLIS Advisory Board (2), Student

Advisory Committee (9), Annual Weave data

meetings (1), GPD video message to students (88).

Curricula

Graduate

Catalog

MLIS Program

website

Blackboard

Organization

Space

Student

Handbook

Internship

Handbook

Curriculum procedures are detailed in Standard II;

Emails to students about upcoming courses/special

topics courses

Faculty

MLIS Program

website

Blackboard

Organization

Space

ODU Website

Faculty updates to website; Announcements on

website

Admissions

MLIS Program

website

Graduate

Catalog

ODUOnline

Student

Handbook

Email answer to inquiries (74), fall & spring

webinars & recruitment events (66, 67, 68, 72)

Financial Aid

ODU Website

Blackboard

Organization

Space

Updates to list of scholarships, advising new

students, recommending students for scholarships

(79, 80), Flo Blankenship Scholarship procedure

(135)

ODU MLIS SELF-STUDY 116

Criteria for

evaluating student

performance

Graduate

Catalog

Student

Handbook

Internship

Handbook

Blackboard

Organization

Space

ODU Website

Course & portfolio rubrics, data from Livetext,

portfolio folder on Blackboard (on site), University

procedures for grading/suspension/reinstatement

Placement

Blackboard

Organization

Space

Career

Development

Services

Internship

Handbook

ODU Website

Internship placements, Career Development Services

and workshops (e.g. 84), follow-up through graduate

survey, Emails to alumni (85)

IV.3 Standards for admission are applied consistently. Students admitted to the program have

earned a bachelor's 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 the program,

the program's goals and objectives, and the career objectives of the individual. Within the

framework of institutional policy and programs, the admission policy for the program ensures

that applicants possess sufficient interest, aptitude, and qualifications to enable successful

completion of the program and subsequent contribution to the field.

Standards for admissions to graduate study are led by university policy and are available in the

Graduate Catalog and through the Graduate Admissions website. The Graduate School requires

an earned bachelor’s degree from an accredited institution. The Graduate Admissions Office has

a procedure for tracking receipt of official transcripts and blocks students from future course

registration if any transcripts are missing (89). A student with an anticipated bachelor’s degree

may be admitted and Graduate Admissions follows up to ensure the earned degree before

registration.

Additional admissions criteria for the MLIS degree program are posted on the MLIS website,

published in the Graduate Catalog and on the website for Graduate Admissions. Additionally,

ODU MLIS SELF-STUDY 117

ODUOnline has a link to “Apply,” leading to the Graduate Admissions page. These criteria were

developed from our previous experience with the MSED, where we found the undergraduate

GPA was a strong indicator of success in graduate school. The GRE was found to be a barrier to

prospective students, and scores were rarely a deciding factor in admissions. The application to

the MLIS requires a current resumé, transcripts for all coursework beyond high school, response

to the essay prompt “You are applying to graduate school in library and information studies. In a

500-word essay, describe this step on your path as a lifelong learner,” and completion of the

graduate application form. Applicants applying to ODU for the first time also pay an application

fee.

A rubric for admissions is used to apply standards consistently. Table 4.6 outlines the elements

of the rubric. The rubric mirrors the stated requirements for the application and is used internally

by faculty.

Table 4.6

Admissions Rubric

Rubric Element

Examined for Evidence

Weighted

Undergraduate GPA

Earned degree

Academic & Intellectual Aptitude

40%

Current Resume

Experience in libraries or related workplaces or

contexts

Potential library hire/needs of program

constituencies

Academic & intellectual aptitude

20%

Essay

Interest

Potential library hire/needs of program

constituencies

Academic & intellectual aptitude

Career objectives

Potential future contribution to the field

40%

Applications are due April 1 and Nov 1 for priority decisions. Faculty are assigned applications

for review and use the rubric to score each. Transcripts are reviewed for the overall GPA.

Transcripts are also examined for an earned bachelor’s degree, patterns in grades (for example, a

pattern of improvement in grades or a particularly difficult semester), graduate coursework or

degrees, and student major. Factors that might mitigate a lower GPA are noted on the rubric.

ODU MLIS SELF-STUDY 118

Resumés offer evidence of professionalism and applicable experience. Work in a library as a

paraprofessional or volunteer is evidence of knowledge of the library workplace. But customer

service in other settings, work in data analysis, or instructional leadership and collaboration are

also viewed favorably. Typographical or grammatical errors on a resumé raise questions.

The essay is evaluated for how well it addresses the prompt and, particularly, what the applicant

says about their interest and experience working with libraries and information. The prompt was

developed to elicit a vision of libraries and librarianship and to evaluate the match of student

interests with the MLIS offerings. For example, one student expressed a very strong interest in

archival studies and was contacted about the potential need for further coursework or

certification beyond the MLIS (examples of responses to students available on site). Students

interested in school librarianship are expected to provide a valid teaching license and those

without a teaching license are advised into prescribed coursework for initial licensure. Faculty

recognize that both the resumé and the essay may represent coaching or editing by someone

other than the applicant. This level of care is expected from professionals; errors suggest

carelessness in this regard.

All full-time faculty meet as a committee soon after the priority deadlines. At this meeting,

faculty discuss applications based on their scores. Faculty members each present the application

they evaluated. The entire committee looks at applications that received low to mid scores and

discuss the findings. These discussions have led to a shared understanding of the rubric and

admissions criteria. For example, we now focus beyond appearance to the substance of a resumé.

The student’s resumé and essay are both evaluated for library or related experience, an emerging

understanding of the field, and the expression of career interests. In addition to meeting

admissions requirements, faculty consider a student’s career interests and whether the program

will enable students to meet goals. For example, strong interest in archival work or computer

science may require additional advising. Students who are admitted to the school librarianship

concentration must have a valid teaching license.

Graduate admissions policy includes procedures for provisional admissions. Additional

coursework may be required. Faculty may decide to provisionally admit a student with a GPA

below 3.0 if other measures on the rubric merit admissions. These other measures include

specific examination of the transcript for patterns in undergraduate grades or the inclusion of

transcripts with graduate work that suggest the student may be successful in graduate level

coursework. Provisional status ensures that student progress toward successful completion of the

program will be monitored. The undergraduate GPA was the most likely criteria to be waived

when viewed holistically with the student’s experience as evidenced in their resumé, GPA from

other graduate work, and the student’s essay. Provisionally-admitted students are monitored for

their first 12 credit hours and must have an overall 3.25 GPA to lift provisional status. This is a

ODU MLIS SELF-STUDY 119

decision choice on the admissions portal that the MLIS follows. Provisional admissions is also

described in the MLIS Student Handbook (51). Other mitigating factors in decisions include

ODU affiliation, diversity, and library experience. Table 4.7 shows data about admissions to

date. Students admitted provisionally receive an email (90) notifying them of the status and

procedures. Since Fall 2019, 14 students have been admitted provisionally. Three never enrolled

in classes and one has not been in class since Summer 2020. Four of the ten who did enroll

currently have a GPA of 4.0; others have a range of 3.34 to 3.88. One has been dismissed

following ODU policies for dismissal using the G8 Form, having fallen into graduate suspension.

Several are on track to graduate in 2021.

Once admitted, students may request evaluation of previous coursework for transfer. ODU policy

allows up to 12 credit hours to be approved by the Graduate Program Director. Requests must be

submitted with the G1 Form (91) and a copy of the transcript. The MLIS policy (51) specifies

that coursework must be within the past five years with a grade of at least a B. Course

descriptions and/or copies of course syllabi may be requested for review.

As the program transitioned to the MLIS during summer of 2019, students in the Master of

Science in Education were offered the option of moving into the Master of Library and

Information Studies. Sixty-six students moved as of August 2019. Specific criteria were

developed for eligibility (92). Students early in their program of study were required only to

request a transfer of degree. Students further along in their program were invited to apply to the

MLIS with an expression of their interest in the new degree and were advised into new, and

possibly additional, electives in other areas of librarianship.

The MLIS Program has been deliberate in addressing compliance with this element of the

standard. Prospective students are informed of our admissions criteria because it is publicly

available, but faculty have not chosen to share the weighting formula. Provisional admission is a

tool that allows the MLIS Program to give a student who shows promise but does not have the

minimum 3.0 undergraduate GPA the opportunity to demonstrate success in the program. Table

4.7 summarizes the numbers of applications and admitted students. Enrollments indicate the

number of admitted students who enrolled in the semester of the application.

ODU MLIS SELF-STUDY 120

Table 4.7

Applications, Admissions, and Enrollments (from new admits) Fall 2019 - Summer 2021

Semester

Applications

Admissions &

(percent of

applications)

Enrollments &

(percent of

admissions)

Fall 2019

37 (88%)

30 (81%)

Spring 2020

30 (97%)

27 (90%)

Summer 2020

36 (92%)

31 (86%)

Fall 2020

35 (95%)

28 (80%)

Spring 2021

24 (100%)

19 (80%)

Summer 2022

23 (92%)

22 (96%)

IV.4 Students construct a coherent plan of study that allows individual needs, goals, and

aspirations to be met within the context of requirements established by the program. Students

receive systematic, multifaceted evaluation of their achievements. Students have access to

continuing opportunities for guidance, counseling, and placement assistance.

The program seeks to provide students with wrap-around advising through personal contact and

relationships in compliance with this element. The Graduate Program Director and the faculty

are knowledgeable about individual student programs of study and other advising concerns of

students. Plans of study discussions are frequent in the minutes of the monthly MLIS Program

meetings (1) as the faculty work to ensure courses are offered when students need them. In order

to provide guidance in planning coursework, a course rotation has been developed and is shared

with students (41).

The Graduate Program Director and School Library Program Director schedule initial advising

meetings with each student to discuss goals and coursework (78). At this initial meeting, students

are asked to talk about their needs, goals, and aspirations to develop an initial plan of study and

to decide on registration for the first semester. Students are also provided with a course listing

(40) and course rotation (41) outlining when courses will be offered. These documents facilitate

a plan of study that is coherent with student goals and aspirations and that is attainable within

ODU MLIS SELF-STUDY 121

MLIS offerings and requirements. Following this initial advising, students are assigned a faculty

advisor (Master List available on site) who will follow up with them prior to registration each

semester and who can serve as an initial contact for student questions and concerns. New

students attend an orientation session prior to each semester, and faculty share advising

benchmarks (93). New students are also enrolled in the Blackboard Organization Space that

includes documents and information about the Plan of Study.

Students are expected to file a Plan of Study, prepared with their faculty advisor and approved by

the Graduate Program Director, before enrolling in their thirteenth credit hour. An advising

block that prohibits students from registering until the Plan of Study is completed, approved, and

signed by the Graduate Program Director is placed on their accounts. At this time students are

also expected to have completed the graduate requirement of Responsible Conduct of Research

(RCR) Training. Advising benchmarks are detailed in Table 4.8 below. Sample plans of study

will be provided onsite.

Table 4.8

Advising Benchmarks for MLIS Students

MLIS Program

Benchmark

Advising

Admissions

Discuss overall goals and initial courses; Plan for core courses,

general program and plan of study information

Preregistration (each

semester)

Check on status (grades etc.); Advise for course registration

Internship

Assist with placements and paperwork; Register for LIBS 668

Internship in Libraries and Information Workplaces or 669

Internship in School Libraries

Semester enrolled in 12

credit hour (4

course)

Ensure students meet benchmarks, such as Responsible Conduct

of Research (RCR) training; File a plan of study with GPD

signature

Graduation (final

semester)

Review student status: course completion, GPA, application to

graduate, portfolio

At each of the advising benchmarks above students are provided with an evaluation of their

progress toward graduation. Advisors discuss academic progress but also completion of other

ODU MLIS SELF-STUDY 122

program requirements such as applying for an internship placement and completing the e-

portfolio. Through the advising relationship, faculty regularly contact students to offer guidance

as needed for academics and for personal issues impacting academics. Faculty refer students to

ODUCares or other offices on site as appropriate. Additionally, faculty advocate for students

through on-site offices such as the registrar, the graduate school, or the Dean’s office.

Multi-faceted evaluation of students has been a strength of the degree through deliberate use of

formative coaching in coursework and the ePortfolio. Students are apprised of their achievement

in coursework, the internship, and the ePortfolio through graded rubrics and faculty

comments. Evaluation is multi-faceted and systematic. In each course, students are offered the

opportunity to submit early drafts of major assignments for instructor feedback, as described in

the course syllabus (18); for example LIBS 608 section 8.2 describes draft review (18a). Drafts

and feedback are public within the course, allowing all students to review peer drafts and

instructor comments. Students are also encouraged to critique each other’s work; many do

provide unsolicited and constructive feedback. Faculty have weekly online synchronous office

hours where students are invited to attend (18). In these office hours, students ask questions

about assignments, course readings, or program expectations. Students are invited but not

required to attend and often show up to see each other and hear what questions others ask; these

sessions are recorded and shared with the class in Blackboard. Each course also has a discussion

board for the Faculty Office, where students post questions or concerns about assignments or the

course. The weekly online office hours and discussion board allow faculty to evaluate and adjust

assignments where students are encountering difficulty. Faculty are also available for individual

consultations via phone, through online conferencing, or in person. Course syllabi include hours

and location for office hours, policies for draft review, point values for assignments and the

course, and the grading scale (18). Students are assigned letter grades based on a scale shared in

the Student Handbook.

Students complete an ePortfolio that is evaluated at the end of their coursework, typically before

they start the Internship. The ePortfolio serves as the MLIS Program’s comprehensive exam, and

students must pass it to graduate. They are given one opportunity to resubmit. Students are asked

to select artifacts from completed assignments and provide evidence and reflection regarding

how they have attained Student Learning Outcomes (SLOs). Students are expected to align these

artifacts and their reflections with the program Student Learning Outcomes or with the AASL

Standards for the Initial Preparation of School Librarians. The ePortfolio is also designed to

showcase a student’s professional accomplishments and aspirations. Students include a current

resumé, a statement of philosophy, and a curation of professional resources relevant to their

future careers. The ePortfolio is evaluated by faculty using a rubric provided to students (19, 20).

Since Fall 2019, 75 students have submitted the ePortfolio; 68 (84%) passed on the first

submission. Only one student has not passed the portfolio; she was required to wait a semester to

resubmit and did pass on a subsequent submission.

ODU MLIS SELF-STUDY 123

The ePortfolio is introduced in LIBS 608 Foundations of Libraries and Information where

students open and personalize the portfolio template. Assignments in LIBS 608 require students

to begin work on the ePortfolio resource curation and philosophy statement. In LIBS 674 Library

Management and Leadership students receive feedback on their resumés. A folder with tutorials,

sample ePortfolios, and other information is included in the Blackboard Organization Space (e.g.

34, 35). The Center for High Impact Practices at ODU offers tutorials and technical assistance

for students working on their ePortfolios. Since faculty took part in 2018 training for using the

ePortfolio as an assessment tool, students have increasingly benefited from assistance provided

by the Center for High Impact Practices. In 2019-2020, 13 students sought assistance. Thus far in

2020-2021, 19 students have sought assistance (114).

Student achievements are recognized and celebrated through the listserv, Facebook, and

Twitter. These include recognitions such as Teacher of the Year, professional scholarships and

awards, and student publications in newspapers and practitioner publications.

Faculty choose a Library Science Student of the Year every year to be recognized at the DCEPS

Annual Student Awards Luncheon. Criteria include completion of the program in the previous

year with a GPA of at least 3.75 and leadership in coursework and the program. These criteria

are described in the Student Handbook.

In August 2020, the first MLIS degrees were awarded. The MLIS Program hosted a Graduation

Celebration in Zoom. Graduates, their families, and continuing students were invited (94).

Faculty briefly shared the accomplishments of each graduate including employment if

applicable. This is now a regular end-of-semester celebration, mentioned by several students

addressing the program’s response to Covid-19: “I think the way you have been handling zoom

celebrations for grads has been great. It is a nice way to get together and celebrate a momentous

occasion instead of just letting it fall away” (22).

Extensive assistance has been provided to our school librarianship graduates regarding

expectations about the job-seeking process for different school districts, such as differing hiring

procedures and announcements of job fairs. Students in the general MLIS can expect similar

coaching regarding job-seeking for other types of library positions. MLIS faculty are often the

first to hear about job opportunities and can match students directly with positions through our

relationships with employers. Job postings are shared with students through the program listserv

and the Blackboard Organization Space. Relationships developed through the Office of Clinical

Experiences in finding placements for internships will likely develop into a network of potential

employers. We fully expect the assistance provided to students in the School Library

Concentration will extend to all MLIS students. Additionally, communications already

ODU MLIS SELF-STUDY 124

established with employers through the survey conducted in 2018 and outreach about the new

degree will allow the MLIS to establish contacts and relationships.

Alumni continue to be eligible for services through Career Services who extends assistance to

ODU students and graduates with resumés, interview techniques, and job-seeking. Graduates

often contact faculty (95), and alumni contacts sustain relationships through receptions at state

conferences. The school collects alternate emails and employment information from students at

graduation, with follow-ups provided through the Graduate Survey and emails from the program

around the 12-month mark. Faculty also hope to stay in touch through alumni events at state and

national gatherings. The Virginia Association of School Librarians provides library programs

with a time slot and location for an alumni event at their annual conference. Alumni and current

students are encouraged to attend. In 2020 this event was held virtually (96).

IV.5 The program provides an environment that fosters student participation in the definition

and determination of the total learning experience.

From the first advising appointment, through coursework, one-question surveys, and other

offerings, the program creates an environment that encourages students to participate in

determining their individual learning path. Students are also invited to participate in the

development and definition of the overall learning community, including peers, faculty, alumni,

and other library professionals.

IV.5.1 Students are provided with opportunities to participate in the formulation, modification,

and implementation of policies affecting academic and student affairs.

A Student Advisory Committee was first convened in Fall 2019 with new members joining in

Fall 2020. Faculty nominated students new to MLIS students (both with school library

concentration and other areas) and former MSED students who transferred to the MLIS.

Diversity of age, gender, race, and ethnicity was also considered. The purpose of this committee

is to share progress toward accreditation and elicit input into existing academic and student

policies and activities. The committee includes officers from the Student Chapter of ALA. The

chapter brings feedback from their meetings (to which all students are invited) and serves as

another liaison between students and the program. The committee meets with the Graduate

Program Director at least once in both the Fall and Spring semesters. At these meetings, the

committee shares feedback regarding policies and procedures.

The MLIS Advisory Board also includes a current student and an alumnus.

Students are also invited and provided opportunities to participate in the evaluation and

improvement of the overall learning experience through faculty office hours, end of course

ODU MLIS SELF-STUDY 125

Student Opinion Surveys, one-question surveys, and a discussion board provided in the

Blackboard Organization Space. All students can participate in the ongoing evaluation of

coursework and instruction through the end-of semester Student Opinion Surveys. Items on this

assessment measure perceived teaching effectiveness as well as method of delivery and

curricular content.

Graduates are surveyed annually, beginning in January 2019 (24, 25), and faculty discuss the

findings at a spring program meeting (1g, 1j).

In Summer 2017, students completed a survey of satisfaction with advising. This survey was the

subject of both a research presentation at ALISE and a publication (61d). Faculty recognized in

this research that distance students require distance advising beyond the 9-5 hours when campus

offices are open. Students often mentioned the importance of having a staff member dedicated to

advising but also valued faculty and course venues such as office hours for advising.

Faculty decided to survey students frequently with short, often one-question surveys to allow the

program to gather input and respond more nimbly to student concerns. Response rates generally

have been strong, and students use the open-ended comments to share their thoughts and

concerns. These surveys are shared in a single document (22).

IV.5.2 Students are provided with opportunities to participate in research

Students are scaffolded to participate in research beginning with LIBS 608 Foundations of

Libraries and Information, where assignments include an introduction to library research as well

as to finding, reading, and understanding peer-reviewed research publications. Other core

courses include collecting data about collections (LIBS 658 Knowledge Resources: Planning,

Selecting & Managing Collections) or facilities (LIBS 674 Library Management and

Leadership) and applying the data to proposed activities (18a, 18d, 18c). The internship includes

an impact project for which students engage in action research (52). All students complete the

CITI Training for Responsible Conduct of Research. During Summer 2020, an ODU librarian

was embedded in the History of Books and Libraries course to assist students with their research.

Faculty offer students opportunities for professional research and publications often through

coursework. For example, in LIBS 676 Library Media Services and the Curriculum, an

assignment option is to submit an article to a practitioner journal or to submit a letter to the editor

of a local newspaper. Additionally, following LIBS 642 Children’s Literature Across the

Curriculum, several students were recommended to School Library Connection as potential book

reviewers. Students are encouraged to author and submit reports for publication of the action

research conducted for the internship.

ODU MLIS SELF-STUDY 126

Students in LIBS 612 Research Methods in Library and Information Studies create a research

proposal. Students are invited to conduct the research, and faculty offers assistance. Dr. DiScala

and Dr. Burns have both recently published with students. Additionally, students in LIBS 676

Library Media Services and the Curriculum are encouraged to submit an article for publication;

several have been published. A list of recent publications follows.

Table 4.9

Recent Student Publications

Chambers, R. & Terrell, N. (2018). Planting seeds into the curriculum. Teacher Librarian

46(1): 15-19. (148a)

Cromartie, K. (2019). It all starts with a question. Teacher Librarian 46 (3): 21–25. (148b)

Cromartie, K & Burns, E. (2019). Navigating the library slopes: Dispositional shifts in the

national school library standards. Knowledge Quest 47 (5): 78-83. (148c)

Gay-Milliken, L. & DiScala, J. (2020). Going beyond book displays: Providing safe spaces for

LGBTQ youth. Knowledge Quest 48(3): 10-17. (148d)

Kramer, K. What does poetry have to do with us? School Library Connection.

Shifflett, L. (2019). The midyear librarian: Five steps toward a successful transition. Teacher

Librarian 47 (1): 22–25. (148e)

Taylor, L. (2020). Collaborating with school librarians to support student researchers. English

Journal 109 (5): 60-65. (148f)

IV.5.3 Students are provided with opportunities to receive academic and career advisement and

consultation

As detailed above, students receive wrap-around advising from program inquiry through

graduation via their faculty advisor (Master List available on site). Career advisement is also

included in coursework. A resumé is a required component of the ePortfolio. Career

Development Services provided a workshop on moving the ePortfolio from a degree assessment

to a professional portfolio in Fall 2020 (84).

ODU MLIS SELF-STUDY 127

Faculty maintain strong relationships with community partners, which facilitates both internship

placements and opportunities for assistance with job placement. Students discuss career

aspirations beginning with initial advising to best meet student needs for placement and job

assistance. Students access job opportunities sent to the program by community partners via

common communication tools such as the program listserv or Blackboard site or via email to

those in a specific geographic area.

IV.5.4 Students are provided with opportunities to receive support service as needed

ODU offers numerous opportunities for counseling and other support services. These are listed in

the table below.

Table 4.10

Student Assistance at ODU

The Graduate School: Links to many services and resources available to graduate students

Institutional Equity and Diversity: Offers individual consultation with university

supervisors, staff, faculty, students, and administrators

ODU Cares: Provides a university-wide system of care and support for students who

experience an unexpected crisis, comprised of the Care Team, Student Outreach & Support,

and Case Management

Office of Counseling Services: Provides comprehensive mental health services to enrolled

students

Office of Educational Accessibility: Works collaboratively with students, faculty, and staff to

ensure that students who experience disabilities can successfully access and participate in all

aspects of university life

Office of Intercultural Relations: Promotes an inclusive and equitable campus community

whose members have knowledge of one's own cultural identity and the culture of others

Student Health Services: Provides primary care including assessment, diagnosis, and

treatment of acute illness and ongoing care for chronic conditions such as asthma, diabetes,

and high blood pressure; has information about COVID testing

Women’s Center: Facilitates programs designed to educate and inspire all students to achieve

their personal, academic, and professional potential

Writing Center: Provides free individual tutorials to undergraduate and graduate students

working on writing projects for any course

ODU MLIS SELF-STUDY 128

Links to these offices are provided to students in the Blackboard Organization Space and in

course syllabi (18). Students experiencing difficulties are referred by the student’s faculty

advisor, instructors, or the Graduate Program Director to campus support services such as

ODUCares, which addresses students in crisis.

IV.5.5 Students are provided with opportunities to form student organizations

Students in the MLIS Program have taken the opportunity to form a student chapter of the

American Library Association (97). ODU has a process for student organizations to receive

recognition and support from the University. The ALA Student Chapter has hosted events during

the Summer Institute and in both fall and spring semesters (98). At the fall 2020 Student

Advisory Committee, students expressed an interest in finding others with similar career interests

in the program. A group space was created in the Blackboard Organization Space to allow

students to self-enroll in groups such as Academic Librarianship or School Librarianship.

Students can use the email feature within those groups or within the full Blackboard

Organization Space to email and organize with others. As the program grows, we expect students

will join other organizations, such as the Society of American Archivists, and form student

chapters.

IV.5.6 Students are provided with opportunities to participate in professional organizations

The MLIS Program faculty considers participation in professional organizations to be an

important component of the student’s academic and pre-professional experience. Pre-Covid,

students were required to attend a state or regional conference as an assignment in LIBS 608

Foundations of Libraries and Information. As possible, faculty planned to meet with students at

the suggested conferences. Students also learn about professional organizations related to their

interest in the Foundations class, with information provided about professional

memberships. Another face-to-face requirement is attendance at one of the on-campus Summer

Institutes. The Summer Institute has developed into a small conference with keynote speakers

and concurrent sessions; it lasts three days. Current students, alumni, and practitioners attend.

Alumni and current students are frequently presenters. When Covid-19 shut down this in-person

event, faculty moved to create an online Summer Institute (83).

In Summer 2019, the American Library Association Annual Conference was held in

Washington, DC, and students were strongly encouraged to attend. Twenty students responded

to a survey about plans to attend, and faculty met with several prior to the opening of exhibits

(Figure 4.1). Several students were personally encouraged to apply for the Bill Morris Workshop

sponsored by ALSC in Summer 2019. The Workshop is one gateway to participation on ALSC

awards committees such as Newbery, Caldecott, and Sibert. These letters of recommendation

will be available onsite.

ODU MLIS SELF-STUDY 129

Figure 4.1

Student Attendance at American Library Association 2019 Annual Conference

IV.6 The program applies the results of evaluation of student achievement to program

development. Procedures are established for systematic evaluation of the extent to which the

program's 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 MLIS faculty have established monthly program meetings as a primary means for the

systematic evaluation of academic policies and activities. Additionally, there is a faculty retreat

held prior to the start of the academic year where overall goals and objectives for the new year

are discussed. Strategic goals and objectives (Table 1.4) in line with the department, college, and

university also provides structure for ongoing evaluation. Regular meetings with the Advisory

Board, the Student Advisory Committee, and part-time faculty have also been established.

Student achievement or learning outcomes are the subject of frequent discussion during Program

meetings (1). Faculty often engage in “vertical planning,” where a deficit encountered in one

course may need to be addressed in earlier coursework. Formal meetings to discuss data from

key assessments are scheduled around submission of the Weave report in late September. An

additional curriculum/data meeting has been scheduled for spring in order to respond more

nimbly to revisions needed in instruction, assignments, rubrics, or courses. Other aspects of

program development may also result from discussions of student achievement. In the December

2020 meeting some issues provoked discussion about how to scaffold provisional admits or

others needing assistance with basic information literacy skills for graduate work and eventual

professional practice. A discussion to create a mentoring program for students is another

example (1i).

ODU MLIS SELF-STUDY 130

Standard IV is represented on every agenda for the MLIS Program faculty monthly meetings and

is part of the annual retreat, where evaluation data are applied to program improvement and

development. Assessment of educational programs is a long-standing feature of the University’s

institutional effectiveness process, as demonstrated by its mission, strategic plan, and assessment

program. The University’s commitment to assessment and improvement can be found in primary

planning documents including the mission statement, Strategic Plan, and Board of Visitors

policies. Faculty members, department chairs, and graduate program directors play a central role

in establishing expected learning outcomes for their programs. Their work is supported by the

provost’s professional assessment team, which consists of four professional staff working under

the supervision of the Director of Institutional Effectiveness and Assessment. Annually, each

program must participate in the University’s assessment and planning cycle. The University’s

assessment cycle runs from October 1 to September 30 each year. The University assessment

activities allow the MLIS Program to systematically conduct evaluations of student learning

outcomes and program goals submitted to the Office of Institutional Effectiveness and

Assessment in the University’s assessment system called Weave. Faculty engage in

conversations about data from key assessments and identify areas for potential improvement. For

example, at the 2019 retreat, faculty discussed the finding that students struggle on several

assignments to make the shift from their current student or employment identity to a professional

identity as a librarian. Faculty used the discussion to revise or create new assignments. The

introduction of the portfolio in the Foundations course and a module on resumes, interviewing,

and job-seeking in the Leadership and Management course along with the internship will help

students to make this shift.

The DCEPS is committed to educational excellence, demonstrated in part through the

commitment to systematic evaluation. The college participates in the rigorous CAEP

accreditation assessment process. In addition to the accreditation of the college, programs with a

Specialized Professional Association (SPA) also participate in the accrediting cycle for the

content area. These assessment activities form a rigorous process by which regular review of

student achievement and program effectiveness is applied to program development.

Old Dominion University uses Student Opinion Surveys to elicit student feedback about courses,

instructors, and course delivery for all Fall and Spring courses. Faculty encourage voluntary

participation. These data are shared with individual faculty following submission of grades and

are often used to make changes to assignments or readings. Faculty also submit copies of these

surveys with their annual Faculty Information Sheets and receive feedback from other members

of the STEMPS Department, the Department Chair, and the Dean as part of their annual

evaluation and evaluation for promotion and tenure. Peers also provide evaluation of a faculty

member’s teaching materials (including syllabi, assignments, rubrics, and feedback) in reviews

of teaching portfolios submitted annually by non-tenured faculty and every five years by tenured

faculty.

ODU MLIS SELF-STUDY 131

Table 4.11 shows a sample of the critical comments from the One-Question Student Surveys

related to academic and administrative policies and corresponding actions taken by the Program.

Each of these was discussed in a program meeting.

Table 4.11

Student Comments from One-Question Student Surveys (22) and Program Actions

Comment

Action

I check the MLIS Program portion on

Blackboard weekly. I do think others forget so

perhaps little reminders from professors

throughout the semester might help.

Communication plan now includes regular

emails with a reminder to check the MLIS

Program Organization on Blackboard.

I would like to see a little more support for the

students working on their ePortfolios, other

than the discussion board.

ePortfolio office hours were instituted

starting in summer 2020. Mini tutorials were

recorded for components of the tutorials.

Most professors need to do better about

grading in a timely manner. Feedback should

be given before the next assignment is due. I

like the grace period. Thank you for realizing

that life happens.

Faculty adopted a program norm for grading

within two weeks. This has been added to

course syllabi starting in Spring 2021.

Something that might be beneficial is

interview/application advice & practice, either

included in the coursework or at the summer

institute.

MLIS Faculty is asking CDS to present a

session on interviewing at 2021 Summer

Institute.

I would like to see courses or a degree track on

archives and preservation.

LIBS 693 Seminar in Archives and Special

Collections offered Summer 2021. Grants

submitted to IMLS for Digital Archives

Certificate (just funded) and NEH proposal

for Archival Certificate (unfunded).

Leadership courses for library managers and

management.

LIBS 684 Advanced Library Management

Course was approved by Curriculum for

2021-2022 Catalog.

ODU MLIS SELF-STUDY 132

Those people completing their portfolios in the

Spring might appreciate an introduction and

information session that would allow them/us

to use the winter break to get a jump on all of

that work.

An e-Portfolio workshop was offered during

the Winter break in January 2021.

A contact list is maintained with graduates who are surveyed in January of the year following

graduation. Surveys were conducted in January with 2019 and 2020 graduates (24, 25). Students

were asked about their overall satisfaction with coursework, field experience, and advising.

Responses were overall very satisfied. There was improvement between responses from 2019

and 2020 graduates, especially with advising and field experience. This is remarkable since 2020

was disrupted by Covid-19 and the loss of an advising position in May 2020. Faculty worked

hard to smooth these difficulties. Students responded in open-ended comments: “My advisors

changed several times throughout the program, but all of them were knowledgeable about my

track in the program and responded promptly to my questions.” Related to field experiences,

students commented that “given the craziness of the pandemic the professors went above and

beyond to make sure we were able to have some experience in the field!” (25). Alumni maintain

contact through receptions at state conferences. Alumni have representatives on the Student

Advisory Committee and the MLIS Advisory Board.

IV.7 The program has explicit, documented evidence of its ongoing decision-making processes

and the data to substantiate the evaluation of student learning outcomes, using appropriate

direct and indirect measures as well as individual student learning, using appropriate direct and

indirect measures.

Old Dominion University supports a robust culture of documented assessment led by an Office

of Institutional Effectiveness and Assessment. Student Learning Outcomes (SLOs) were written

for the new MLIS based on Standard II of the ALA Accreditation Standards with advice from

this office. To engage key internal and external stakeholders, the faculty shared SLOs with the

MLIS Advisory Board and other stakeholder groups to ensure that the SLOs were measurable

and aligned with current industry standards. The SLOs are included on course syllabi. Faculty

have met several times to align SLOs with core courses and assessments. Ongoing decision-

making about the evaluation of student learning outcomes is evident in MLIS Program faculty

meetings and MLIS Advisory Board meeting minutes. Data and decisions at the program level

are documented annually through the Weave report.

The program uses a variety of direct and indirect measures to assess individual student learning,

as detailed in Table 4.12.

ODU MLIS SELF-STUDY 133

Table 4.12

Direct and Indirect Measures of Student Learning

Direct Measures

Course assignment rubrics

Course grades

ePortfolio

Internship observations

Indirect Measures

Student Opinion Surveys

Graduate Survey

Student One Question Survey

Employer Survey

Faculty and adjunct observations

Internship journals

Unsolicited emails to faculty

Student Advisory Committee meetings

Key assessments have been identified for each SLO and include course assignments, internship

evaluations, and ePortfolios. Rubrics for these key assessments are loaded into Livetext, an

assessment system employed by the college. Students submit work, and the course instructor or

internship supervisors evaluate the assignments in Livetext. In the case of ePortfolios, students

submit the link to their completed ePortfolios to Livetext. Faculty divide assessment of

ePortfolios, and these assessments are also recorded on rubrics in Livetext. Data are aggregated

from all Livetext rubrics providing MLIS program faculty with aggregated data for the

evaluation of student learning.

Decision-making about individual student learning is documented through the use of graded

assignment rubrics and final grades. Decisions about individual student learning outcomes are

documented through the assignment of final grades. Individual students have been assigned to a

faculty advisor who monitors their progress through coursework. Students must receive at least a

B minus in a course for it to apply to the degree. A student must repeat any core class with less

than a B minus and must repeat or substitute an elective for any other course. A grade key is

available from the ODU website. ODU allows faculty to assign a grade of WF to a student who

has substantial missing work. A WF is distinguished from an F assigned for work that was

submitted but was not adequate. Both grades have a substantial, negative impact on a student’s

GPA. Indirect measures of student learning are often documented through emails with the

student about extenuating circumstances or learning difficulties. Students may be advised to seek

assistance through the Office of Educational Accessibility, ODUCares, or services such as the

Writing Center, Instructional Technology Services, or the ODU Libraries. Faculty often share

students in courses and engage in informal and generally undocumented discussions about

ODU MLIS SELF-STUDY 134

individual students. Concerns regarding student privacy are weighed against the need for

documentation. Students who fall into academic probation or suspension are documented on a

student’s transcript. Appeals to reinstate follow ODU policy with documentation.

IV.8 The program demonstrates how the results of the evaluation of student learning outcomes

and individual student learning are systematically used to improve the program and to plan for

the future.

Faculty discuss the results of student learning outcomes at regular faculty meetings, and they

also serve to inform larger curricular and assessment discussions, such as the annual Weave

report. Conversations surrounding areas of lower achievement on aggregated rubrics often lead

to discussions informed by information from the instructor who evaluated those assignments,

student comments on end of course surveys, or other anecdotal evidence. These discussions may

lead to changes in instruction or may point out difficulty with the rubric. They also assist faculty

to identify patterns in student learning across courses. MLIS faculty engage in a continuous

improvement cycle of systematic planning concerning student learning outcomes. Changes from

the review of assessment data may occur at the program or course level. For example, faculty

noted during the evaluation of annual assessment data for the report in Weave that students

struggled with synthesis on multiple rubrics. To better scaffold this skill and prepare students for

expected mastery, earlier assignments were revised. Students were introduced to synthesis earlier

and engaged with the instructor through discussion board posts and smaller assignments to gain

confidence and skill. The annual Weave Report includes formulating action steps for the future.

An example is provided in Figure 4.2 below related to Student Learning Outcome 4. A part-time

faculty member who was teaching LIBS 654 Information Literacy Instruction, an elective for

most students in Summer 2020, observed that students seemed to lack basic library research

skills. This was discussed at a Program meeting (1h). When faculty met to discuss aggregated

data from the key assessments for Weave identified for this SLO (14), students had scored below

target on both key assessments. In this discussion, the part-time faculty member’s observation

was used to triangulate this data, and faculty agreed on several action steps as documented in the

2019-2020 Weave report. One of these was to add a Library Fundamentals Module to LIBS 608

Foundations of Libraries and Information, so students are taught and expected to demonstrate

basic library skills from the beginning of their coursework. These types of vertical discussions

across courses and with instructors (including adjuncts) are typical of the program and the close

working relationship faculty have with each other regarding student learning outcomes.

ODU MLIS SELF-STUDY 135

Figure 4.2

Example of Application of Student Learning Data to Program Improvement

ODU MLIS SELF-STUDY 136

Standard V: Administration, Finances, and Resources

V.1 The program is an integral yet distinctive academic unit within the institution. As such, it has

the administrative infrastructure, financial support, and resources to ensure that its goals and

objectives can be accomplished. 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 program within the general guidelines of the institution. The parent institution

provides both administrative support and the resources needed for the attainment of program

objectives.

The MLIS Program is a distinctive academic unit within the university structure. ODU’s

academic programs and faculty are primarily part of a standard departmental structure formed of

individual programs that lead to a major or a degree (99, 100, 108). Responsibility for curriculum

development, academic programs, and program coordination is delegated by the provost to the

college deans. The deans in turn delegate responsibility to the chairs of the academic

departments (ODU Teaching and Research Faculty Handbook, Department Chairs), and through

the chairs, to the Graduate Program Directors (GPD)( ODU Teaching and Research Faculty

Handbook, Graduate Program Directors). Each graduate program in the University is managed

by a faculty member named as GPD.

Per policy, the GPD should be a tenured faculty member in the program’s discipline certified for

graduate instruction. The GPD is appointed by the department chair after consultation with

graduate-certified faculty in the program and with approval from the Dean. Department chair and

the GPD terms are for 3-years, renewable for another 3 years. In rare circumstances, GPDs are

appointed for a third term.

Old Dominion University’s Master of Library and Information Studies program is housed in the

STEM and Professional Studies Department (STEMPS) with Dr. Sue Kimmel as lead GPD with

primary responsibility for the program. The ODU Teaching and Research Faculty Handbook is

specific in the duties and authority of the GPD in terms of the intellectual content of the program,

the development and maintenance of the curriculum, admission and retention of students,

program marketing and advocacy, hiring of adjunct faculty, and other issues of program

integrity, including responsibility for program assessment (ODU Teaching and Research Faculty

Handbook Graduate Program Directors). The GPD works with the department chair and the

Dean in the hiring of new full-time faculty. Promotion and tenure of faculty is in accordance

with university promotion and tenure policy. Due to the complexities of the school library

licensure concentration, and beginning with the 2020-2021 academic year, Dr. Elizabeth Burns

was named Graduate Program Director (GPD) of the School Library Concentration to

specifically address the management of the school librarianship preparation. Her duties

concentrate on interactions with the DCEPS Office of Clinical Experiences for student

ODU MLIS SELF-STUDY 137

internship, school library internships, and relationships with school divisions. She also represents

the program on the DCEPS Teacher Education Council.

The Graduate School, under the direction of Vice Provost and Dean Robert Wojtowicz, serves as

an advocate for graduate education. Its purpose is to ensure excellence in all graduate programs

through policy, procedures, marketing/recruitment, and advocacy. Graduate policies are set by

the Graduate Administrators Council (GAC), comprised of the Associate Dean for Graduate

Studies of each college along with one GPD from each college.

ODU provides programs with direct administrative support from numerous offices across

campus. The program receives technology in teaching support from the Office of Distance

Learning, housed in the Center for Learning and Teaching, along with the Center for Faculty

Development and the Center for High-Impact Practices. Provision of technology hardware,

software, and other tech tools is provided by Information Technology Services. Training in the

use of these tools is offered within DCEPS by Director of Innovative Technology, Michael

Ruffin. The Office of Institutional Effectiveness and Assessment aids with assessment,

evaluation, and mandated annual reporting. The Dean’s office supports the program with

instructional and administrative guidance from the Associate Deans. The University Libraries

provide expertise from qualified librarians. In addition, the Graduate School provides support in

the implementation of graduate policies (See Table 5.2).

Financial support for programs is determined by allocation of funds from ODU’s Budget Office,

under the oversight of the Associate Vice President for Financial Services. Each department has

a budget of personnel and non-personnel services (available onsite). In addition, each department

has access to additional incentive resources, including Indirect Cost Allocation (IDC) from

grants (Table 5.1), incentive funding for reduced tuition courses, and incentives for distance

learning courses (104) The MLIS Program takes advantage of all of these incentive programs

with the strong support of the department chair. Evidence of the IDC earned by the faculty in the

program is provided below in Table 5.1. Evidence of the reduced tuition revenue share and the

incentive for distance learning courses is listed in Revenues from Contract Courses and

Technology Fees (104). The budget processes for these revenue sources are further detailed in

Standard V.6

ODU MLIS SELF-STUDY 138

Table 5.1

IDC and Total Project Costs by MLIS Faculty, FY 2016-2020

Principal

Investigator

Sources

Total

Project Costs

IDC

FY 20

Dickinson

ODU

36,258

Dickinson

ODU

3889

DiScala

U of Maryland

14,089

4999

FY 19

Dickinson

ODU

18,193

Dickinson

ODU

4322

Dickinson

ODU

24,805

DiScala

U of Maryland

12,547

6901

Dickinson

ODU

533

Dickinson

ODU

60,476

Dickinson

ODU

20,807

FY 18

Dickinson

ODU

67,608

Dickinson

ODU

22,258

DiScala

U of Maryland

9,363

5150

Dickinson

IMLS

15,179

420

FY 17

Dickinson

IMLS

15,688

3423

Dickinson

IMLS

29,420

1661

Dickinson

ODU

66,813

Dickinson

ODU

54,901

Dickinson

ODU

1,958

Doll

IMLS

15,688

3423

Kimmel

IMLS

16,163

3527

FY 16

Dickinson

IMLS

41,349

6272

Dickinson

IMLS

47,367

1591

Dickinson

ODU

58,267

Doll

IMLS

41,349

6272

Howard

IMLS

47,977

1,591

Kimmel

IMLS

42,602

6462

TOTAL $789,869 $51692

ODU MLIS SELF-STUDY 139

At Old Dominion University, each graduate program works with the Graduate School and the

Office of Graduate Admissions, along with the Office of Distance Learning, to plan, initiate and

maintain contact with prospective students, to prepare the content of promotional materials, and

to maintain the program website to aid in recruitment of students to their program (77, 78). The

GPD oversees the full-time faculty who serve as the MLIS program’s admissions committee to

coordinate application review, oversee admissions decisions, maintain communication with

admitted students, manage enrollment, and conduct student orientation. The GPD also directs

efforts to award scholarships and financial aid through a welcome email (77). Additional

resources are available from the University for intramural grants to encourage faculty

scholarship, including grant writing. Intramural, internal grants awarded to LIBS faculty are

detailed in Table 3.4.

V.2 The program’s faculty, staff, and students have the same opportunities for representation on

the institution's advisory or policy-making bodies as do those of comparable units throughout the

institution. 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. Decisions regarding

funding and resource allocation for the program are made on the same basis as for comparable

academic units within the institution.

The MLIS Program faculty, staff, and students have the same opportunities as other programs for

representation on university committees and other decision-making bodies. Dr. Kimmel and Dr.

Burns serve on the DCEPS Graduate Studies Committee, which is composed of all GPDs under

the direction of the associate deans. Dr. Burns represents the program at the DCEPS Teacher

Education Council. Opportunities exist at the Faculty Senate for a number of committees.

Faculty can serve on several formal and informal committees at the college and university level.

See Table 3.6 for a detailed list of ODU service by program faculty. Faculty members actively

collaborate with programs in their department and with other departments within the Darden

College of Education and Professional Studies. Chance for advancement to administrative

positions is open to all qualified faculty. For example, Dr. Gail Dickinson recently stepped down

from the position of Associate Dean for Graduate Programs in the College of Education and is

currently a faculty member in the MLIS Program. In Dr. Dickinson’s role as Associate Dean for

Graduate Studies and Research, she was on most committees engaged in any aspect of graduate

or research work at the college and university level. Faculty can serve on an array of ODU

committees to make sure the program is represented at the forefront of all University issues.

Committee membership is open and transparent.

The College Graduate Studies Committee (GSC) is the college-level committee composed of the

GPDs in the College. By policy as noted in the ODU Teaching and Research Faculty Handbook

ODU MLIS SELF-STUDY 140

Certification of Faculty for Graduate Instruction, the GSC is chaired by a GPD elected from the

committee. Open elections are held each April to determine the chair of the GSC, who also is the

college representative to GAC, along with the associate dean. Dr. Lamar Reams, Interim

Associate Dean for Professional Studies and Research, is ex officio to the GSC. Dr. Sue Kimmel,

as GPD/program lead, and Dr. Elizabeth Burns, as school library concentration GPD, are

members of the GSC. At the departmental level, committees such as Curriculum, Promotion and

Tenure are composed of at least one faculty member from each program area. Representatives

from these committees are selected to serve on the college-level committee. Program faculty in

the MLIS have an equal chance of being selected for those committees, although the department

strives to protect nontenured tenure-track faculty from an abundance of committee service.

The MLIS Program has curriculum connections with other programs in the STEMPS

department, including Instructional Design & Technology. At least one course (LIBS 603 Online

Resources for Teaching) is an elective for the MLIS degree program but is required for the IDT

certificate in K-12 Online Teaching. Until 2018, the library science program was located in the

Department of Teaching and Learning as an MSED, and strong faculty ties still exist with that

department, particularly with literacy, early childhood, and educational technology faculty.

These interdepartmental relationships enhance the intellectual environment for MLIS faculty

with invitations to collaborate in research and grant-writing. An example of how administrative

policies encourage interdepartmental relationships that enhance the intellectual environment for

MLIS faculty is the university requirement that all dissertation committees must include an

outside member (University Requirements for ODU Degrees and Certificates). MLIS Service on

dissertation committees is detailed in Table 3.12.

The decisions regarding funding and resource allocation for the MLIS Program are made on the

same basis as for comparable academic units within the institution. Each year all academic units

submit a budget request to the Department Chair, which is then submitted to the Dean for review.

All proposed budgets are submitted to the Office of Academic Affairs for the Provost to review

and make allocation to each College. Based on the available funding and need, resources are

disbursed to Departments. The Department allocations are then made available to the Graduate

Program Directors based on their funding request. The LIBS budget request is done annually and

submitted to the department chair (105).

As ODU graduate students, MLIS students have the same opportunities as other graduate

students to participate on college- or university-wide committees and provide input into policies

and practices. Student representation is outlined in Board of Visitors Policy 1104 Representation

to the Board of Visitors. MLIS Students are equally eligible for this appointment. Numerous

Faculty Senate committees also specify representation from graduate students. A new Graduate

Student Government Association has recently received approval with all levels of graduate

students able to serve as officers and all graduate students eligible to join. This organization will

ODU MLIS SELF-STUDY 141

form in Fall 2021, and faculty will encourage MLIS students to join. The Graduate School has a

Graduate Student Advisory Board made up of all graduate student levels. Two students from

each academic college are appointed to sit on the board. The board provides input to policies,

issues, and graduate student concerns. ODU Libraries launched a Libraries’ Student Advisory

Council in 2017 that is open to both undergraduate and graduate students. A Learning Commons

Operations and Technology Team for the Libraries also includes an appointed student member.

The program has reached out to ODU Libraries to encourage consideration of MLIS students for

these two library-related opportunities. As a new program, LIBS students have not yet

participated in these initiatives.

V.3 The administrative head of the program has authority to ensure that students are supported

in their academic program of study. In addition to academic qualifications comparable to those

required of the faculty, the administrative head 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.

At ODU, the GPD is the administrative head of the program, appointed by and reporting to the

department chair. The department serves as the platform for individual programs, and although

some departments across the University are comprised solely of one program, multiple programs

within one department is the norm in the DCEPS. The college Associate Deans oversee and

approve the work of the GPDs regarding university and graduate catalog policies. This

relationship is detailed in the ODU Teaching and Research Faculty Handbook (Graduate

Program Director) and is consistent across colleges. The GPDs work in conjunction with the

department chair in overseeing the curriculum and in reviewing the academic degree program to

which they are assigned. University forms for students require the signature of the GPD and an

Associate Dean. The graduate program directors in the MLIS Program have the following

responsibilities in ensuring that students are supported in the MLIS Program:

● Advising and problem resolution: mentor and advise students, establish student plans of

study, handle student requests for exemptions and waivers, and certify students for

graduation.

● Program policies: maintain the Student Handbook (51) and disseminate to all students

and faculty in the program.

● Scheduling: schedule courses and assign part-time and full-time faculty to ensure

adequate numbers of sections are offered to meet student needs (143) and courses are

offered on a regular rotation (41) to meet student needs.

● Curriculum and program assessment: maintain student progress and completion data,

collect graduate student productivity data, survey student needs and satisfaction, advise

department chair on course demands, approve students for graduation, oversee curricular

changes, conduct periodic external reviews, aid in determining graduate catalog content,

interact with accrediting bodies, and coordinate the administration of candidacy exams.

ODU MLIS SELF-STUDY 142

The GPD for the MLIS Program is Dr. Sue Kimmel. Dr. Kimmel holds the faculty rank of

associate professor (56b). Dr. Kimmel has served in many leadership roles, chairing and serving

on numerous committees and task forces on the department, college, and university levels. She

has been recognized with several awards, including the New Faculty Award, Teaching with

Technology Award, and Publications Award. She participates in annual GPD training meetings

and attends college and university information sessions regarding administrative policies and

changes. She is tenured faculty with over eight years’ experience working with university

administrative units. She has participated in an ALISE Leadership Summit and has held offices

including School Library SIG Chair for ALISE, Chair of the Community of Scholars Committee

for the Educators of School Librarians Section of AASL, and member of the Editorial Board for

School Library Research. Dr. Elizabeth Burns (56d) is GPD for specific duties associated with

the school library concentration. Dr. Burns focuses on ensuring that licensure requirements for

students are met, and that key assessments align with CAEP requirements. Dr. Burns also attends

annual university provided training for GPDs and ongoing college and information sessions

regarding administrative policy. Dr. Burns has served in several leadership roles, recently as

elected Chair of the Educator of School Librarian’s Section (ESLS) for AASL, the Co-Chair of

the ACRL Standards Committee, and Chair of the School Library SIG for ALISE. Dr. Burns has

experience in standards development for the preparation of school librarians as well as

AASL/CAEP program reviewer experience.

V.4 The program’s administrative head nurtures an environment that enhances the pursuit of the

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.

Dr. Kimmel has worked to create a collaborative culture in the administration of the program and

an environment that enhances the pursuit and accomplishment of the mission and program goals.

Program agendas are organized around the standards, and all decisions are collaborative. Where

possible, the program faculty and students share in the administrative work. The program

minutes indicate the name of the faculty member responsible for the activity (1j). Dr. Kimmel

encourages interaction with other academic units. For example, when faculty training

opportunities arise, the faculty discuss who will attend and bring back information to the rest of

the group. Dr. Kimmel has also worked to strengthen the relationship with the university library.

The possibility for joint clinical faculty appointments is under discussion currently (1d). As part

of the duties of the GPD, Dr. Kimmel is responsible for making sure the faculty has input on all

decisions related to curriculum, course scheduling, hiring, and budget (1). Under Dr. Kimmel’s

leadership, efforts to strengthen student engagement with the program and the profession have

intensified. The department has established a Student Advisory Committee (9). Students are

regularly given one-question surveys (1), and the Summer Institute has grown from a program-

ODU MLIS SELF-STUDY 143

based summer meeting to a small professional conference involving students, alumni, and other

library practitioners (21, 83). Students are socialized into the field through required attendance at

a professional conference, where they meet with faculty, and through attendance at the annual

library science Summer Institute (Figure 4.1, 83).

The Program meets regularly to achieve both program administrative goals and faculty research

goals. The MLIS Program faculty share in the administration of the program for recruitment and

marketing, maintaining constituent connections, and providing input for program decisions (1).

A Faculty Accomplishments agenda item is part of each program meeting to support faculty in

publications, honors, or awards (1).

The University and college have established multiple opportunities for faculty networking. Last

Friday (101) is a faculty writing retreat held monthly. Science Pubs, established by the Graduate

School, highlights faculty research in a relaxed social environment. The Center for Faculty

Development hosts pop-up conversations on faculty teaching and research. The Office of

Research also provides regular opportunities for faculty networking.

V.5 The program’s administrative and other staff support the administrative head and faculty in

the performance of their responsibilities. The staff contributes to the fulfillment of the program’s

mission, goals, and objectives. Within its institutional framework decision-making processes are

determined mutually by the administrative head and the faculty, who regularly evaluate these

processes and use the results.

ODU is organized to provide a wealth of administrative support for programs. The MLIS

Program receives administrative support to help achieve the program’s goals from the Associate

Deans in the Darden College of Education and Professional Studies, the STEMPS Department

Chair, and the Office of Academic Affairs. The department chair is always available for

communication via phone, email, or meetings. The associate deans are in regular

communication, both formally and informally.

Due to the unique structure focusing on leadership and management at the program level rather

than the department level, university offices work directly with the GPDs of programs. The

Office of Institutional Effectiveness and Assessment oversees the annual assessment reporting

process and provides group and one-on-one training (13) in the development of an assessment

culture. Every program is required to submit an annual assessment report in the University’s

assessment software Weave on September 30

as part of the University assessment process/

cycle (5, 12). The GPDs work closely with the Office of Graduate Admissions to assist in the

recruitment, admission, and retention of students (145, 144). The office of Student Outreach and

Support (SOS) works with the GPDs to provide needed assistance to students with life

challenges that hamper their success (146).

ODU MLIS SELF-STUDY 144

At the college level, the Associate Deans lead the work of the GPDs to implement policy and act

as an advocate for programs to the Graduate School. For school library programs, the Associate

Dean for Educator Preparation and Assessment aids in areas related to school librarianship,

including interactions with state licensure. The college also aids with a college-level Data

Analyst, Marketing Director, Director of Innovative Technology, and an Office of Clinical

Experiences. The Budget Manager at the college level also assists in financial planning for the

department and the programs.

The Dean’s office provides administrative support for the development of MOUs with school

divisions to provide a 25% discount on course tuition (119). The Dean’s office also assists with

program marketing and recruiting, and website development. College-level support available to

the GPD is listed below.

Table 5.2

College-Level Support Available to Graduate Program Director

Title

Tasks

Vacant, Director of Marketing

Advice and assistance with Program marketing, liaison with

ODU Online marketing

Rob Bachelor, Interim Director

of Advising

Although mostly undergraduate, provides assistance when

needed for graduate student issues

James Coaxum, Graduate

Support Specialist

Assists GPDs with some clerical tasks including organizing

admission files, contacting students, and assisting with

recruiting and marketing

Mike Ruffin, Director of

Innovative Technology

Director of Learning Resource Center, assists students and

faculty with awareness and integration of new technology

Carmela Casey, Budget

Manager

Advises programs on financial matters and acts as liaison

between programs and academic affairs

Valerie Taylor, Interim

Director, Office of Clinical

Experiences

Assists with practicum and internship placements

Kristina Wayne, Assessment &

Accreditation Analyst

Provides program and student data; assists with management

and access to the Livetext platform and data.

ODU MLIS SELF-STUDY 145

Each department is staffed by a full-time office manager dedicated to the department and by a

full-time fiscal technician shared between two departments. The department is fortunate to have

a full-time office manager, Ms. Vista Johnson, and a half-time fiscal technician, Ms. Sheila

Santiago (102, 103). The office manager assists with class scheduling, administration of adjunct

hiring, ordering of supplies, and other administrative tasks. The office manager also assists

programs in scheduling meetings, event planning, and room reservations, and acts as the assistant

to the department chair. The fiscal tech is responsible for the fiscal operations of the department,

including reimbursements to faculty for travel, purchase of supplies and resources, and other

departmental expenses. Departments are also staffed by LEAP (work-study) students and

graduate assistants. The number of graduate assistantships available is determined by the amount

of funding awarded to the college and is negotiated through the Interim Associate Dean for

Professional Studies and Research. The MLIS Program currently has a master’s GA assigned.

Until recent cutbacks that were forced by the university response to COVID, the program also

had a full-time lecturer, with a portion of that position used for advising and other administrative

tasks. A search has been authorized and is underway for a 12-month lecturer position to start

June 10, 2022; meanwhile the position has been filled with a temporary hire effective June 10,

2021.

A review of the faculty agenda and minutes demonstrates that the decision-making processes are

determined mutually by the GPD and the faculty (1). An agenda is developed before each

program meeting, and all faculty are invited to contribute items for discussion (147).

Stakeholders regularly share formal and informal input that informs decisions at MLIS program

faculty meetings. Decisions are often data-driven with statistics or observations shared in

agendas and minutes. For example, findings from a one-question survey were shared in the Dec.

4, 2020 meeting (1i), and admissions data was provided at the April 7, 2021 meeting (1j). Before

and after any decision-making, the process is reviewed by faculty to determine improvements.

The MLIS faculty make extensive use of shared Google documents as a means of collaboratively

developing policies, handouts, and other program decisions. Work is often delegated in meetings

and reports regarding decisions or actions are brought back to the full faculty at subsequent

meetings. Table 1.8 details program decision-making regarding archival studies with links to

specific minutes and other shared documents.

V.6 The parent institution provides continuing financial support for development, maintenance,

and enhancement of 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 program’s teaching, research, and

service.

ODU MLIS SELF-STUDY 146

Old Dominion University is committed to the prudent use of its financial resources to achieve its

mission and goals. As a state-supported institution, the University receives funding from

Commonwealth Appropriations and controls its expenditures in accordance with the

Appropriation Act of the General Assembly. While the state appropriation is the University’s

major source of revenue, the University’s other sources of financial resources include tuition and

fees, federal and state grants and contracts, auxiliary services revenues, and private gifts

transferred from the Educational and Intercollegiate Athletic Foundations.

Old Dominion University was established in 1930, gained university status in 1969, and has had

a sound financial base and demonstrated financial stability to support the mission of the

institution and scope of its programs. The University’s financial stability is evidenced by

unqualified audit opinions with no material weaknesses, unrestricted net assets enough to

accomplish the university’s mission, sound budgetary practices, a solid bond rating, and a

favorable debt ratio.

Six colleges within the University receive funding from the budget allocated to the University by

the General Assembly of Virginia and approved by the Governor. To date the University,

College, and Department have been considerate in their allocations to the Library and

Information Studies Program. Budgeting requests begin at the College level, but the College’s

overall budget request is based on the requests submitted by the various programs in the College.

Each year during the budget cycle, the Library and Information Studies Program Director is

advised by the Chair of the department to submit a request for additional faculty positions,

supplies, equipment, and adjunct funding. This then becomes a part of the College's request. The

university library allocates funds to purchase library materials for each department. Requests are

made to the College’s Library Representative who also serves on the University Library

Committee. All Departments’ budget requests are submitted to the Dean of the College. The

College budget is then submitted to the Provost of the University where it is considered.

Personnel budgets are set by the University, but the department chair has discretion over non-

personnel services budgets (NPS).

Although the financial stability of programs is related to the stability of university funding, the

program has been supported. One temporary faculty line was eliminated during the COVID

budget crisis, but that line is now restored. To mitigate the impact of that loss, stipend money

was made available to hire an hourly worker to assist with program responsibilities.

Additional faculty lines are granted to colleges by the provost upon the request of the dean. It is

the dean’s discretion to assign new faculty lines to programs or to re-assign existing open lines

from declining programs to growing ones. Temporary hires, referred to as Emergency Hires, may

be filled for a period of one year with the potential to renew for up to three years while the

decision to search is being made.

ODU MLIS SELF-STUDY 147

Another source of funding for technology is the Higher Education Equipment Trust Fund

(HEETF). The State Council of Higher Education for Virginia (SCHEV) works together with the

Virginia College Building Authority (VCBA) and the Department of Treasury to administer

HEETF through the financing of Trust Funds and the issuance of revenue bonds. Based on

identified equipment needs, the General Assembly allocates appropriation to each Institution for

the purchase of HEETF Equipment. Each institution then purchases equipment using their

operating funds and submits requests for reimbursement from the Trust Fund. This pertains only

to equipment that costs more than $500.00.

HEETF funding is operationalized at ODU through an annual call for requests for ETF funds.

Program leaders submit their requests to the department chairs, who then submit the requests to

the dean. The requests are prioritized by the dean working with the department chairs and is then

submitted to the provost for funding. The college share of ETF funding varies according to

available funding, but it is approximately $400,000 annually. The MLIS Program has been

successful in requesting ETF funds for items such as Sphero robots, 3D printers, and Ipad carts.

The University has established several ways for programs to be entrepreneurial and generate

revenue for the department. The program was one of the early adopters of distance learning and

garners substantial revenue for the department from revenue sharing in an incentive program

designed to encourage development of distance learning courses. Students enrolled in distance

courses pay a technology fee of $30 per credit hour. After a base enrollment number is reached,

$10 per credit hour is returned to the department. Appendix 104 provides the amount of money

earned by the MLIS program for Online Asynchronous Allocation for the last three fiscal years.

LIBS 110 Information Literacy for the Digital Age is included in this appendix, since although it

is not part of the graduate MLIS Program, it provides substantial annual revenue for the

department.

Reduced tuition courses (contract courses) provide another source of revenue. Employees of

Virginia public school divisions are awarded 25% in-state tuition reductions enrolling in

graduate courses in the College. After the cost to operate the courses (e.g., the cost of faculty) is

removed, revenue from reduced-tuition courses is shared with the University, the college, and the

department. Table 5.3 below indicates the LIBS reduced tuition course revenue shared with the

department for 2018-2020.

ODU MLIS SELF-STUDY 148

Table 5.3

Departmental Reduced-Tuition Revenue Generated by LIBS Courses

Net Tuition Revenue Share (25%): School Library Program

Summer

Fall

Spring

Total

FY 2018-29

$33,777

$5,321

$10,002

$49,101

FY 2019-20

$25,255

$9,924

$5,695

$40,874

In addition, the University has established an incentive for grant funding. Under this program, a

percentage of the indirect costs are returned to the college, the department, and to the professor.

The IDC and Total Project Costs (Table 5.1) indicate the total project costs achieved by MLIS

Program faculty and the return to the department, with an equal amount earned by faculty to be

spent as they choose following university guidelines. Dr. Dickinson was also named on several

state grants as part of the dean’s office efforts on which no IDC was earned (see Table 5.1).

Together, these three incentive programs have added substantial funding for the department, over

$80,000 in FY 19 and over $70,000 in FY 20. The department chair has been generous with

approval of requests from the MLIS Program. For example, the MLIS Program recently

requested and received additional funds for institutional membership in REFORMA and to pay

for advertising beyond what was budgeted for a lecturer search.

All college faculty lines are distributed at the discretion of the dean. Within the University,

faculty lines are stable, with few new lines awarded by the state. New faculty lines may be

requested by the dean during the budget process, but the dean also has the authority to re-

distribute open faculty lines from college programs with declining enrollment to programs which

have demonstrated need and enrollment growth. In the past several years, the MLIS Program has

grown from two tenure-track faculty to four tenure-track lines along with one lecturer in a

renewable annual position. The return of Dr. Gail Dickinson to the department from the Dean’s

office brought a fifth faculty line. When Dr. DiScala recently announced his resignation, the

Dean immediately approved an emergency hire, temporary lecturer line to replace him. A search

for a tenure track position was also immediately approved. Gail Dickinson is retiring as of

January 1, 2022. The program will be searching for two tenure-track positions and one lecturer

position in the fall of 2021.

The department chair has requested that all program leaders present an annual budget which will

support program growth activities. The budget requests from the program to the department chair

have been fully funded in 2019-20 and 2020-21 (105). In addition, funds have been made

available for additional activities to support the program, including unexpected marketing

opportunities, additional travel, and other opportunities. Total budget and expenditures inclusive

ODU MLIS SELF-STUDY 149

of personnel have been included in the program’s annual reporting to the Committee on

Accreditation (109).

V.7 Compensation for the program's 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.

The salary of program faculty is equitable to other faculty in the college and in the university

(evidence available onsite). The University has also created a process by which inequities in

salaries can be reviewed.

New faculty, at point of hire, are encouraged to negotiate a start-up package covering their first

two years. Typical requests are graduate assistance support, reduced course load, additional

support for travel, or other requests pertinent to their research. Sample startup packages are

available onsite.

GPDs are compensated for the additional workload of administration. According to the ODU

Teaching and Research Faculty Handbook (D. Release time and Remuneration. Graduate

Program Director), during the academic year a GPD may receive either a course release and/or a

monetary stipend, as negotiated with the department chair. Academic Affairs provides

compensation for summer work for GPDs based on enrollment. Additional stipends or course

releases for additional work from the faculty are negotiated with the department chair or the

dean, depending on where the work originates.

V.8 Institutional funds for research projects, 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.

ODU provides a high level of support for research activity. Faculty research and development

assignments are available to provide full-time tenured faculty an assignment of one semester at

full pay or one academic year at half pay research leave. Dr. Sue Kimmel, as the only eligible

faculty member, was on research leave in the Spring 2018 semester (106). Dr. Gail Dickinson

was approved for a leave in the Fall 2020 semester, but COVID concerns cancelled all research

leaves.

International travel has also been supported as requested. Dr. Elizabeth Burns is active in the

International Association of School Librarians and has travelled to Croatia, France, Greece, and

Southeast Asia. Study abroad is also encouraged. Dr. Burns is planning a study abroad internship

trip to Puerto Rico in the Summer 2022 semester. Travel to national conferences is expected of

ODU MLIS SELF-STUDY 150

program faculty. Travel to ALISE, ALA midwinter and annual, AASL, AERA, and other major

conferences has been reimbursed to faculty. Travel is detailed in Table 3.5.

The University has several internal grants designed to enhance the research capacity of faculty

by either awarding course releases or providing pay for summertime to spend on research

courses. Some of these grants are specifically for junior faculty while others encourage

collaboration with senior faculty or faculty from other colleges. Guidelines for grants, faculty

travel, and research opportunities are consistent across the university. Program faculty have the

same opportunities to apply for internal grants as other faculty. Dr. Kimmel and Dr. Burns have

both been the recipient of Faculty Innovator Grants. Dr. Burns received a New Faculty Research

Grant that also provided compensation for Dr. Kimmel to serve as a mentor on submission of an

external grant. Dr. Anderson received a Summer Research Fellowship Program Grant that

provided seed money for future scholarly efforts. See Table 3.5 for more information on faculty

travel support and Table 3.4 for internal grants.

Students in the MLIS Program have the same opportunity for financial aid as other students in

the University. The Office of Student Financial Aid website notes that approximately half of

ODU students receive some type of financial aid. An analysis by the financial aid office revealed

that for Fall 2020 admitted students, the percentage receiving financial aid was approximately

50%, which is comparable to all ODU students. Full-time students are eligible for graduate

assistant positions. In addition, the Dean’s Office Student Travel Fund supports graduate student

travel for students who are presenting at national conferences for a maximum of $350 per year

and the department matches that amount. To date no MLIS students have applied for these funds

in part due to Covid-19 travel restrictions. The Office of Student Engagement and Enrollment

Services (SEES) also supports graduate travel with a one-time travel award of $500.

The ODU Research Foundation (ODURF) serves to aid faculty researchers as the fiscal and

administrative agent for grants and contracts. Its pre-award services assist faculty scholars in

budget preparation and submission of grants. The post-award services provide HR support to hire

graduate assistants and other grant-funded personnel, ensure procurement of resources, and

process expenditures such as travel. Indirect cost allocations accrued by faculty are expended

through ODURF.

ODU’s Office of Development is responsible for increasing the amount of private financial

support for ODU. The MLIS Program recently learned that the program has gained a scholarship

named for an alumna. The Flo Blankenship Memorial Scholarship will provide $2000 a year in

scholarship funds (MOU on site).

ODU MLIS SELF-STUDY 151

V.9 The program has access to physical and technological resources that allow it to accomplish

its objectives in the areas of teaching, research and service. The program provides support

services for teaching and learning regardless of instructional delivery modality.

The MLIS Program has access to an array of technological services. ODU’s Center for Learning

and Teaching (CLT) provides instructional designers, teams of multimedia designers, graphic

designers, and instructional technologists to partner with faculty on the design, development,

implementation, and evaluation of courses, whether offered face-to-face or online. Drs. Burns

and Kimmel utilized their services to design and print posters for their research presentations at

the 2019 AASL National Conference. The CLT’s services include:

● Instructional Design and Technology - their team of Instructional Designers and

Instructional Technology Specialists are available to partner with faculty in collaboration

on the design, development, implementation, and evaluation of course(s), whether offered

face-to-face, online, or via web conferencing.

● Faculty Lab - CLT provides a modern technological collaborative lab environment for

faculty members, both on and off campus, to explore both tools and strategies that are

designed to improve their teaching experience through the use of technology.

● Graphic Design - CLT provides professional graphic design services for faculty and

administrative staff for teaching, research, scholar publications, conferences, seminars,

and meetings.

● Multimedia Design - Their professional staff can assist faculty to create, edit, or convert

audio or video for use in face-to-face or online courses. The multimedia design staff are

also available for special projects on request by departmental and administrative offices.

Old Dominion University has a robust online infrastructure. The university offers substantial

support services and programs to all on-campus students, online students, and students learning

at a distance (at regional centers or sites). Online students can access a variety of programs and

services online through the ODU website, web-conferencing technology, and teleconferencing,

with the exception of Living Learning Communities that are only available to on-campus

students. Technology assistance (ITSHelp) is available 24/7.

Distance Learning Coaches, centered in the Office for Distance Learning, serve as primary

points of contact for online students. They provide pre-enrollment information and guidance,

coordination of testing with proctors obtained by students, and referral to other student services.

These staff members facilitate online students' connections to support services. Each student

support office, such as Financial Aid, University Libraries, Career Development Services,

advising, and The Writing Center, has professionals dedicated to serve online students referred to

them by Distance Learning Coaches. Student support services are provided for online students

through online communication technologies, such as web conferencing, Blackboard, emails, and

ODU MLIS SELF-STUDY 152

Zoom virtual classrooms. Each student support service unit provides information on its website

about services, specific information, and contact options. All online students can receive

assistance with admissions requirements, financial aid, advising, coursework, library use, career

planning, and other student support services via the ODU website. Additional services include

scheduling direct appointments, telephone meetings, and virtual face-to-face meetings with

advising staff.

V.10 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 program.

The program is housed in the Education Building. Built in 2016, the building is referred to as the

gateway to the university and is often featured on university marketing materials. Faculty offices

are organized by department. Each suite of offices has a kitchen, meeting rooms, an

administrative office, and various collaboration rooms. Most meeting rooms contain a large

screen tv and laptop connections. The STEMPS department including the MLIS program

occupies the fourth floor of the building (107). Each full-time MLIS Program faculty member

has an office on this floor. As an online program, part-time faculty do not require an office but

can request a desk; Graduate Assistants have desks. The program has also made use of the multi-

purpose auditorium on the first floor of the building.

The MLIS Program has access to an array of physical and technological resources. To meet the

needs of its educational programs, support services, and other mission-related activities, Old

Dominion University operates and maintains its physical facilities on the main campus, at

regional centers, and via Distance Education. The University operates several facilities in

Hampton Roads. The main campus is in the city of Norfolk and comprises 251 acres. It consists

of 145 buildings (111 owned; 34 leased or owned by the Old Dominion University Research

Foundation). In addition, the university is committed to regional outreach in academic endeavors

and offers student services at off-campus sites. Students have access to these locations, which are

equipped with computer labs, internet capability, and meeting spaces if needed.

● Peninsula Higher Education Center, city of Hampton—30 acres, sharing a 39,267 square-

foot space

● Tri-Cities Higher Education Center, city of Portsmouth—five acres, sharing a 52,836

square-foot space

● Virginia Beach Higher Education Center, city of Virginia Beach—35 acres, sharing an

87,568 square-foot space

Students and faculty have access to ODU University Libraries (Perry Library). The Perry Library

is a 229,000 square foot building providing 2,407 seats and 524 individual study carrels and

ODU MLIS SELF-STUDY 153

tables for students, faculty, and community users. Perry Library offers a variety of specialized

facilities for student and faculty use including 27 faculty and graduate student study carrels with

double seating, 11 group study rooms, a group video viewing room that accommodates four to

six users, and two individual video viewing stations. The library instruction room is equipped

with 23 workstations, six tables with seating for four at each, an instructor’s workstation, and a

projection system. A 70-seat conference/meeting room is also available for library and campus

groups. To offer students collaborative workspaces, additional computers and longer library

hours, the Perry Library has a 50,000-square-foot project with 30,000 square feet Learning

Commons in the main Perry Library space. Both students and faculty have access to library and

information technology services and resources, research assistance, writing and tutoring services

and other academic support services. The branch libraries, the Elise N. Hofheimer Art Library, a

3,080 square-foot facility, and the F. Ludwig Diehn Composers Room, a 6,502 square-foot

facility, are both located in the Diehn Fine and Performing Arts Center. University-owned library

resources are supplemented through shared and consortial licensing agreements with the Virtual

Library of Virginia (VIVA), the Virginia Tidewater Consortium for Higher Education, and

through purchasing partnerships with other Virginia academic libraries. Old Dominion

University students and faculty have access to collections sufficient to support all the

University’s educational, research, and public service programs.

Although the MLIS Program offers distance coursework, an annual Summer Institute is held on

site. Housing is readily available in dorms, or at the on-campus Spring Hill Suites hotel, just one

block away from the new Education Building. Classroom Central provides a hotline phone in

every classroom for immediate support; each classroom is also provided with a document

camera, laptop connection, data projector, and sound system.

V.11 Instructional and research facilities and services for meeting the needs of students and

faculty include access to information resources and services, computer and other information

technologies, accommodations for independent study, and media production facilities.

Upon hiring, each new faculty member is asked to request a start-up package (122) that will

enable them to be successful at ODU. Typically, faculty receive either a desktop or laptop

computer, two large monitors, and access to a multi-function printer. Other resources typically

requested in a startup package include graduate assistants, additional travel funds, or specialized

equipment. The Center for Learning and Teaching offers media production service to faculty and

individuals to aid in instruction activities through Adobe Connect, WebX, or Zoom. These

services are available to on-site and online students.

Blackboard and web-conferencing software are among the instructional tools used to deliver

courses. Online students have access to course materials through the University’s learning

management system, Blackboard. The Office of Distance Learning provides an environment for

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students around the world to take classes in formats such as web-based and portable media.

Within Blackboard, students are instructed through modules developed by faculty and the Office

of Distance Learning on how to use online resources to support assignments in their online

classes.

Library services and resources for faculty, students, and staff on site and at a distance are

available from the University Libraries’ website and at the physical facilities on the main

campus. Registered Old Dominion University students, faculty, and staff are eligible to borrow

materials with a valid University ID card. Borrowing privileges and loan periods for ODU and

non-ODU library users are published on the libraries’ website. Renewals, holds, and recalls of

materials can be made in person or online.

The University Libraries offer traditional course reserve services; faculty members use the

Blackboard course management system to post reserve reading materials for their classes.

Regional higher education students can return materials to the main campus Library by

depositing them in designated drop locations at the centers. Distance students attending at

Virginia Community College locations also have access to the local library resources at the

college they attend. Library services for distance learning students and faculty are the same as

those services offered to on-site students and faculty. In addition to all services available via the

University main web page, distance learners and faculty and staff teaching at a distance,

including those at the Regional Centers, can request materials through Interlibrary Loan Services

using the ILLiad request form on the libraries’ website. Interlibrary Loan Services also delivers

materials from the University Libraries’ print collection. Reference assistance and one on one

instruction are provided via online chat, email, and telephone. Course-based instruction and

workshops are provided to distance learners through satellite broadcasts, video streaming, and

Acrobat Connect, a web conferencing tool. Online research tutorials, library subject guides, and

how-to guides are available from the libraries’ website and at the Blackboard Course

Management System. ODU librarians have been embedded in online courses to provide support

to students with locating materials and other research assistance.

The College hosted a Mursion lab that allowed students to participate in a mixed reality

simulation. The Lab was adapted to provide pre-service librarians with opportunities to booktalk

to a diverse audience and was the subject of faculty research and a publication. Previously,

students on site for the Summer Institute participated in Mursion. Recently, ODU has terminated

their contract with Mursion. Michael Ruffin is the Director of Innovative Technology for the

college. His job responsibilities include assisting faculty and students in the innovation of

technology and overseeing the Learning Resource Center (LRC). The LRC houses an

examination collection of children’s and young adult literature along with technology tools such

as robots, 3-D printers, and iPad carts.

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In addition to physical facilities, ODU and its specific colleges and offices offer new faculty

orientation. Additionally, faculty are provided with assistance in grant-writing, with each college

assigned a half-time grants expert for helping in finding a grant, interpreting grant requirements,

and editing.

V.12 The staff and the services provided for the program by libraries, media centers, and

information technology units, as well as all other support facilities, are appropriate for the level

of use required and specialized to the extent needed. These services are delivered by

knowledgeable staff, convenient, accessible to people with disabilities, and are available when

needed.

Academic support services allow students and faculty to meet program mission, goals, and

expected outcomes. Services such as admissions, advising, financial aid, tutoring, counseling,

career planning, library, disability, and technology support are available to all students regardless

of mode or delivery. Online students have access to support service via the ODUonline website,

Blackboard, videoconferencing, WebEx, and media conferencing. An online introduction about

services of each office/program is provided during mandatory student orientation sessions, at

advising sessions, and through student announcements. A variety of academic support services

are available on the main campus, at higher education centers, and online. All graduate academic

advising is conducted by the MLIS Program Faculty.

High quality library services are a critical component of a successful Master of Library and

Information Studies program. As of FY 2018, the University Libraries’ collections include over

1.2 million print volumes; 102,044 print and electronic journal titles (including University

Libraries’ print and electronic subscriptions, Open Access titles, VIVA consortia titles, gifts and

government document serials); 438 databases; more than 1.6 million e-book titles; 156,774

microform units; 61,545 sound recordings; 6,528 videos and DVDs; 601,200 cataloged

government publications (by title) in all formats; and 4891.4 linear feet of material in Special

Collections and University Archives. The microforms collection includes primary source

historical materials, scholarly journals, ERIC documents, and newspapers. In addition, the

University Libraries are a selective depository for government documents. The University

Libraries belong to several consortia of collaborative collection development, including the

Virginia Tidewater Consortium for Higher Education and the Virtual Library of Virginia

(VIVA). Through VIVA, students and faculty have access to 45 databases. VIVA also provides

access to 11 full-text journal collections, six e-book packages, and one collection of academic

videos. Using ODU’s user authentication procedures, library electronic resources and services

are available to students, staff, and faculty on or off campus, 24/7. The libraries’ website

provides access to numerous online journals. Currently, the University Library has 1,374

physical books specific to Library and Information Studies available. In addition to the physical

books available, the University Library has 1,545,280 peer-reviewed journals; 3,225,260 full-

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text online journals/articles; and 133 physical journals/articles on hand and online specific to the

field of Library and Information Studies.

The Dean of the Darden College of Education and Professional Studies has committed to funding

additional library holdings, in the amount of $1,005, that will support the Master of Library and

Information Studies. This funding will be used to subscribe to the pertinent journals in the

concentration areas such as those listed in Table 5.4.

Table 5.4

Library and Information Studies Journal Sample Subscriptions

Journal Title

Public Library Journal

Library Quarterly

New Review of Children's Literature & Librarianship

Public Services Quarterly

For reference and research assistance, liaison librarians provide instruction and curricular

support, research help, and individual and small group consultations in addition to collection

development services. Assistance is available via telephone, Ask-A-Librarian, or chat services.

In-depth reference and research help are also available for students and faculty in the College of

Education. The College of Education’s Liaison Librarian can assist with using information

resources, finding ways to streamline the research process, performing literature searches and

reviews, helping with resource access issues, and answering data management questions.

Consultations may be conducted in person, via telephone or email, or by Zoom.

The Writing Center provides free individual tutorials and supplemental instruction to

undergraduate and graduate students to help them improve their writing strategies. The Writing

Center offers 45-minute appointments with graduate student tutors who work with individual

students or with groups. Most tutoring sessions are by appointment; walk-in appointments are

provided when tutors are not in a scheduled session. For distance students, the Writing Center

offers students the opportunity to request online tutoring appointments. Students have the option

of making standing appointments with tutors once per week for up to four weeks at a time. In

addition to tutoring services for undergraduate and graduate students, Writing Center staff will

visit classrooms to provide writing lessons and group tutorials.

The Center for Learning and Teaching (CLT) offers faculty support through a variety of services

including instructional design, course design and development, individual course management,

one-on-one consultation, course website development, workshops, proctored testing, the graphic

design of posters and instructional aids, and the demonstration and evaluation of tools and

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technologies. Faculty routinely access services offered by the Office of Distance Learning and

CLT, including participation in faculty development workshops to support use of Adobe Connect

and WebEx, as well as additional training for faculty related to instructional features in

Blackboard. The ODU distance learning network consists of nearly 50 partners throughout

Virginia and as far as Arizona and Washington State, as well as aboard U.S. Navy ships

deployed around the globe.

The Center for High Impact Practices (CHIP) supports academic learning through student-

centered, best practices including electronic student portfolios, or e-Portfolios. CHIP works with

faculty including the MLIS to develop e-Portfolios as a platform for authentic sharing of student

learning. The Center offers numerous tutorials in Wordpress software, individualized

conferencing with students including distance sessions, and general technical troubleshooting for

students creating e-Portfolios.

The Office of Distance Learning ensures that distance students receive the same student support

services as campus students. The office provides an environment for students around the world

to take classes in formats such as web-based and portable media. The same instructional

technology supporting main campus courses, e.g., Blackboard, is used in the distance delivery

courses. Distance learning advising staff members facilitate distant students' connections to

support services. Face-to-face contact is used when feasible; student services are also

delivered via telephone, email, and online tools. Within the office, professionals in the field serve

as primary points of contact for students in online programs. Staff support students based on

academic college. Online support staff works closely with MLIS Program advisors to help with

pre-enrollment advising, academic advising, testing, and referrals to other student services

available from staff at the main campus.

Distance learning administrators serve as primary points of contact for civilian and military

students located off campus. They provide pre-enrollment information and guidance,

coordination of testing with proctors obtained by students, and referral to other student services.

The Office of Distance Learning also offers online orientations for students taking online

courses. Distance learning advisors and intake teams are specifically dedicated to programs

offered by schools in the College of Education. Information Technology Services maintains a

Help Desk 24/7 to respond to in-person and phone requests for technical assistance; 24/7 email

support for technical problems is also available.

The Office of Educational Accessibility provides educational support services for students and

faculty. The office offers a wide variety of accommodations and supports to students based on

individual need, so they will have equal access to the university environment. The office also

works collaboratively with partners across campus to ensure that all aspects of campus are

inclusive in nature. The Office of Educational Accessibility upholds the mandates of Section 504

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of the Rehabilitation Act and the Americans with Disabilities Act, which prohibits discrimination

of individuals with disabilities and ensures that students with documented disabilities are

afforded reasonable accommodation for equal access to campus classes, activities, and resources.

V.13 The program’s systematic planning and evaluation process includes review of its

administrative policies, its fiscal and support policies, and its resource requirements. The

program regularly reviews the adequacy of access to physical resources and facilities for the

delivery of face-to-face instruction and access to the technologies and support services for the

delivery of online education. Within applicable institutional policies, faculty, staff, students, and

others are involved in the evaluation process.

The Program, Department, and College review access to physical resources and facilities through

regular faculty meetings at each level. The program annually evaluates their resources and policy

as related to library resources, classroom spaces, and online resources; after analysis by the

faculty, the Graduate Program Director sends any recommendations to the Department Chair and

the Dean of College. At the beginning of each academic year, the program faculty reviews

program policies at the annual retreat. All full-time program faculty attend the retreat, which is

led by the Graduate Program Director. The Department Chair, Associate Dean for Graduate

Programs, and Dean of the College are invited to attend. All program policy recommendations

are brought to the program retreat for faculty to vote upon. If new policies are needed during the

academic year, faculty bring recommendations to the MLIS Program’s monthly faculty meeting.

If faculty have recommendations on the institutional level, the Graduate Program Director brings

those recommendations to the Graduate Advisory Council (GAC), Faculty Senate, and the Office

of the Provost for review, to be forwarded to the University’s Policy Review Committee.

The program uses results from the assessments and reviews of current policies and procedures to

evaluate the quality of the program’s resources, to stimulate program development, and to

evaluate the role of the program in fulfilling ODU’s institutional mission. The program review

may result in making strategic decisions about program policy as well as identifying areas of

potential improvement, making resource recommendations, articulating considerations for

expansion or consolidation, and considering other aspects of programmatic quality. The results

of the program reviews are incorporated into the Darden College of Education and Professional

Studies’ annual review. The Dean and Associate Dean read the program review each year to

ensure that progress is being made with respect to maintaining student success and excellence.

Similarly, the College’s annual review/report is sent to the Vice Provost for Academic Affairs

for review each year. The Vice Provost summarizes the results for the provost, and makes

recommendations, if needed, to the University’s Policy Review Committee, chaired by the

University Policy Manager, in the Office of Administration and Finance.

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V. 14 The program has explicit, documented evidence of its ongoing decision-making processes

and the data to substantiate the evaluation of administration, finances, and resources.

Old Dominion University has an extensive history of conducting an ongoing, integrated,

systematic and institution-wide research-based planning, assessment, and evaluation

process. This institutional effectiveness process has resulted in documented continuous

improvement and provides substantial evidence that the University is effectively accomplishing

its mission. The institution’s budgeting and resource allocation flow from planning efforts, as do

implemented improvements. ODU is committed to institutional effectiveness based on a process

of continuous assessment and improvement, as clearly indicated in the mission statement and

major goals that provide guidance for achieving the mission. A significant aspect of ODU’s

Mission Support statement is “…to evaluate its accomplishments against its goals, a continuing

process of systematic assessment is given high priority by the University.” The Major Goals state

that improvement of the University is a continual process, providing proof of the rigorous and

regular evaluation of the quality, pertinence, and effectiveness of academic and other university

programs. These goals also provide criteria for the assessment of student achievement and the

performance of members of the faculty, administration, and staff. As part of the Strategic Plan,

the University reaffirmed its commitment to a regular, data-based process of self-assessment and

improvement, through the coordination of internal planning processes including academic

planning, enrollment management, space and capital planning and budget and resource planning.

Old Dominion’s strategic plan provides the primary guidance for all other planning, budgeting,

and institutional effectiveness activities around the university and within specific programs and

units. As the University conducts the various elements of its internal institutional effectiveness

activities, requirements of the Commonwealth planning, budgeting, and assessment processes are

integrated at the appropriate times during the cycle. Old Dominion’s institutional effectiveness

(IE) efforts have been central to its culture and operation for many years. Strategic

planning that is closely linked to the university’s budget process, regular assessment and

documented improvements, and broad-based participation are hallmarks of IE at Old

Dominion. Taken together, the systematic and coordinated planning, evaluation, resource

allocation, and improvement efforts across all academic and administrative areas constitute the

University’s institutional effectiveness process. This system incorporates a widely-understood

and adopted planning and evaluation process that is applied to all academic and administrative

areas and that results in continuous improvement.

The University’s assessment cycle runs from October 1 to September 30 each year. Although the

assessment team continually meets with and helps faculty with assessment of student learning

throughout the year, during October – December, the assessment team focuses on using rubric

evaluations to provide specific feedback to faculty. In December – April, the assessment team

checks in with faculty to make sure they are collecting data and helps them revise measures as

needed. At the end of spring semester (May) and through August, the team holds workshops and

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meets with administrators, faculty, and staff one-on-one to analyze findings and to consider

improvements.

The assessment team also provides regular feedback to the provost and the deans of the academic

colleges to ensure that assessment plans and reports receive appropriate priority among the many

responsibilities of academic departments and faculty. Old Dominion University leverages an

online assessment management system, Weaveeducation to manage the collection and reporting

of assessment data, strategic planning evaluation, and department program reviews.

The library science program follows the university assessment cycle outlined in Table 1.2.

Data-based decision-making is a part of every program meeting (1). The program also holds an

annual retreat at the beginning of the fall semester (6). In addition, the program holds a Weave

assessment meeting annually in preparation for the WEAVE report, in which the key assessment

data are analyzed and changes suggested (14). In 2020-21 the program decided to hold data

meetings in the spring to review data from the fall semester rather than wait for an annual

meeting (117). Decision-making is carefully documented in monthly and the annual retreat

program agendas and minutes (1, 6) where administration, finances, and resources are evaluated.

Figure 5.1.

Institutional Effectiveness Process

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V. 15 The program demonstrates how the results of the evaluation of administration, finances,

and resources are systematically used to improve the program and to plan for the future.

At Old Dominion University, each program undergoes established review processes to ensure

program quality and rigor appropriate for a regionally-accredited higher education offering,

alignment with the institutional mission, and proof of on-going evaluation. Three distinct

processes ensure that continuous assessment of institutional effectiveness is ongoing: department

annual report, college annual report, and departmental reviews (formerly graduate program

reviews). Recently, the institution determined that expanding graduate program review beyond

graduate programs into all degree and certificate programs housed within a department would

provide a more complete picture of effectiveness, administration, resources, and productivity.

Annual Reports are submitted to the provost every July 15. College and department Annual

Reports integrate several sources of data to describe the college and to identify strengths,

weaknesses, opportunities, and threats. Information presented articulates needs that later become

part of a resource allocation request. The chair, dean, and provost examine the annual reports and

may make suggestions for improvements. Further, the provost utilizes these reviews when

considering budget allocations and reallocation decisions. Reviews may also be used in assessing

progress on the goals of the university’s strategic plan.

The results of the annual department report are incorporated into the college’s annual report. The

dean and associate dean read the program review each year to ensure that progress is being

made. The college annual report of the degree program is sent each year to the Vice Provost of

Academic Affairs for review. The Vice Provost offers guidance, as needed, for improvement,

and will provide updates about the review to the Provost and Vice President for Academic

Affairs. At Old Dominion University, graduate programs are required to undergo periodic

external reviews either as independent external reviews (for non-accredited programs) or as a

part of accreditation reviews.

The results of these assessments are used to evaluate the quality of the program, to stimulate

program development, and to assess the role of the program in fulfilling ODU’s institutional

mission. The program review may (a) result in strategic decisions about the program, (b) identify

areas of improvement, (c) make resource recommendations, (d) articulate considerations for

expansion or consolidation, and/or (e) consider other aspects of programmatic quality with

respect to policies and practices relative to:

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● Student recruitment, admissions, advising, and retention

● Enrollment projections including consideration of the context of the SCHEV 5-year

benchmark and other on-going enrollment targets

● Course descriptions and implementation

● Curriculum changes and development

● Faculty development and research activities

● Facilities

● Internal and external funding

● Description of strengths and weaknesses with attention to action items for the future

The Dean and Associate Dean in the Graduate School read the program review each year to

ensure that the program meets benchmarks and maintains excellence. In addition to the

Departmental and College’s annual report, the Graduate School’s annual evaluation of the

program is sent each year to the Vice Provost for Academic Affairs for review. The vice provost

will offer guidance, as needed, for improvement and will provide updates about the review to the

provost. Old Dominion University maintains a robust program review process for graduate

programs; as such, this master’s program will have an internal review conducted by external

faculty after five years (i.e., in fall of year 6). This review will include a self-study, a visit from

faculty external to the program, and an action plan developed in concert with the Graduate

Program Director, program faculty, and Dean and Associate Dean of Graduate School. Below is

a diagram of the University’s evaluation process and cycle. Old Dominion University’s

institutional effectiveness process has structured planning, budgeting, and assessment activities

that regularly improve the quality of its teaching, research, and service mission. The resulting

culture of evidence-based decision-making allows for the identification of issues for additional

study and action.

ODU MLIS SELF-STUDY 163

Figure 5.2.

Cycle of Support from Assessment Team

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Synthesis and Overview

The Master of Library and Information Studies Program at Old Dominion University is a new

degree with strong roots in the field of librarianship and information studies. While the MLIS

was first offered in Fall 2019, the degree was created from a long and proud history in the field

preparing school librarians and follows years of careful and systematic planning modeled after

the American Library Association’s Standards for Accreditation of Master’s Programs in

Library and Information Studies. The program has always been planful; the past two years of

candidacy and self-study have further systematized the processes of planning, data collection,

documentation, evaluation, and improvement. When Covid-19 struck, the well-established

practices and structures detailed in this self-study prepared the program to respond with

resilience and strength.

The ODU MLIS is an online program whose faculty have over a decade of experience

delivering high-quality distance education. A model of online instruction has been developed

built on asynchronous and flexible delivery of content. Mindful of the risk of isolation in online

and asynchronous coursework, the model also includes an intentional focus on developing a

community of practice where students interact with each other and faculty through public sharing

of their work, partner and group projects, and the presence of faculty in discussions, office hours,

and responsive interactions with students. When the Covid-19 pandemic closed campus, the

MLIS was prepared to carry-on with virtual learning as usual. But there was no “usual” in the

disruptions to our lives and those of our students. The program had adopted Zoom technology in

the fall of 2019 and suddenly the world was on Zoom. More students came to Zoom office hours

desiring connections with each other and their instructor. Faculty, hungry for the kinds of

conversations and sharing that were part of hallway and office interactions on campus, decided

to meet informally at least once a week just to touch base with each other and share information.

Commencement was cancelled along with any on-campus events such as the program’s Summer

Institute. The MLIS is an online program, but these events had always been face-to-face.

Moving these events online has been eye-opening. While students miss the in-person

opportunity, they appreciate the ease of participation and access. Beyond Covid-19, an online

celebration of our graduates and virtual opportunities to participate in the Summer Institute will

persist. Covid-19 experiences and restrictions have prepared the MLIS to be a better and more

inclusive online program.

Against this backdrop, the MLIS was engaged in the process of evaluation and reflection shaped

by the self-study for accreditation. MLIS faculty have always been planners and data-driven

professionals who have made full use of the strong assessment culture at ODU. The self-study

taught faculty to be more systematic planners, and the move to virtual work in response to

Covid-19 taught faculty to be more deliberate in documenting decisions and data collection.

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Well-established structures for meeting regularly, online teaching, assessment, and interacting

and advising students propelled the program through the numerous disruptions caused or

exacerbated by Covid-19. New ways of conducting work and building community online will

persist beyond the pandemic and as the program moves forward to be an ALA-accredited MLIS.

Below we summarize our compliance with each of the standards as documented in this self-

study.

Standard I: We have evidence of systematic planning practices involving constituents and

supported by current program and university practices, resources, and personnel. Engagement in

the self-study provided a focus on those practices and how they tie together into a system of

improvement and communication. We understand that compliance with this standard means we

will constantly be identifying ways to improve. Systematic Planning, always a strength of the

program, has provided the platform driven by the standards to create a strong ALA-accredited

program.

Standard One carries through each of the accreditation standards. The decision-making,

assessment, and communication established by this standard are strengths of this MLIS. The

program recognizes that to be a true strength, systematic planning cannot be static; instead, it

must be continuous and ingrained in all aspects of the MLIS. Faculty have always been

systematic in their concern with improvement. They are seeking ways to refine practices, collect

data, and systematize constituent participation through the creation of an Advisory Board and a

Student Advisory Committee. A mission, goals, objectives and student learning outcomes all

direct conversations, data collection, and decision-making. The program is constantly asking

“how can this be done better” and often challenge ourselves with the question “why are we doing

this?” Old Dominion University has a culture of assessment with various structures and systems

such as Weave, student and faculty evaluations, and curricular review. The MLIS faculty do not

simply go through the required motions but have chosen to engage intentionally with the data

and systems made available through these systems.

Standard II: Curriculum is a clear strength of the program. MLIS faculty are educators with

decades of experience developing courses, learning outcomes, assignments, rubrics, and

assessments. We have provided evidence in this self-study of our systematic development of a

curriculum based on a shared core of four classes with coursework that allows students to design

a plan of study based on their unique interests and career aspirations. Input from various

constituents, including the Advisory Board, practitioners, prospective employers, and current and

potential students, has and continues to inform development of the curriculum. Conversations

about curriculum include interdisciplinary departments on campus, including instructional

design, computer science, and ODU libraries. Faculty are nationally-engaged with research and

service and bring that expertise to the further development of new curricula. The MLIS moved

deliberately from a curriculum that prepared only school librarians to one inclusive of other

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information professions including academic, public, and archives. We fully expect to continue to

grow in capacity to build new courses and areas of focus responsive to student and employer

needs and interests.

As a new program, we have been able to create courses driven by the needs of our constituents,

especially our alumni and our advisory board. We have not had the legacy of an outdated

curriculum and courses taught because “we have always taught them.” Instead, our program is

paving new pathways for library and information studies.

Standard III: Faculty, both full- and part-time, are wholly capable of delivering the program

objectives related to the teaching and mentorship of students. Old Dominion University and the

DCEPS provide a rich, stimulating, and collegial environment that nurtures and celebrates

faculty growth and accomplishments. Current faculty have been supported and recognized by

ODU through professional development, awards and intramural grants, and support for travel to

national and international conferences to share research and provide professional leadership. The

faculty each have a sustained record of scholarship and service with national recognition through

elected and appointed positions, awards for research and publication, and juried paper

presentations.

The current faculty is energetic and committed to the growth and success of the program. Part-

time faculty are integral and important to the expansive goals of the MLIS curriculum and

mentoring of students. These faculty offer expertise in various specializations including library

instruction, archival studies, and advanced management. The program seeks to expand full-time

faculty and recently requested and were approved for a new lecturer line. ODU has a strong

commitment to diversity and inclusion in the hiring process, supporting the program’s goal to

increase representation among faculty. The MLIS seeks to expand faculty expertise with this and

future searches. The MLIS recognizes the potential for growth offered by ALA accreditation and

is prepared to request additional faculty to meet and encourage that growth. The systematic

planning inherent in the MLIS supports the need for intentional growth in number, diversity, and

specialization.

Standard IV: Prospective and current as well as alumni are the heart of our endeavors. We have

had strong preparation and experience addressing the needs of online, non-traditional, part-time

students with busy family and job responsibilities. We have established systems to advise

students academically, to respond in a timely manner to requests for assistance, and to be flexible

and inviting. Community is a deeply held value of the program; we encourage it among students,

between students and faculty, and with induction into the profession. Students with all kinds of

professional interests or who are still seeking an area for specialization now comprise our

program.

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A Student Advisory Committee and a Student Chapter of the American Library Association

enhance opportunities for our students to have a voice in the program and as emerging

professionals. Other practices such as faculty office hours, course evaluations, plans of study,

and student surveys (Student Opinion Surveys, one-question surveys, and surveys of graduates)

provide multiple sources of feedback for meaningful improvements. The strength of this

standard was apparent during Covid-19 when students acknowledged the support they felt from

the program despite personal challenges. Our students are flourishing with the opportunities

presented to them through new and expanded coursework and in their emerging professional

identities as librarians.

Standard V: Autonomy and strength of the program within the structures of the university are

reflected in administration, finances and resources. A dense network of university structures

provides the essential infrastructure to the program’s administration, finances, and resources.

Notable during a year of disruption, these structures remained strong and allowed the program to

continue to pursue its mission, goals, and objectives. New systems emerged to enable remote

access to ODU offices and resources. During Covid-19, many services to students and faculty

went virtual, strengthening access and utility for online students and instruction. Embedded in

the Department of STEM Education and Professional Studies nested within the Darden College

of Education and Professional Studies, the MLIS draws from the support staff and offices of the

college and university.

The MLIS Graduate Program Director, assisted by the School Library Program GPD and the

MLIS faculty, are provided autonomy about the intellectual content of the program, admissions

policies and decisions, course offerings and schedules, and other program structures.

Programmatic decisions, including budgets and new faculty lines, are made collaboratively

through regular meetings, emails, and the use of shared documents. As part of systematic

planning, the MLIS continues to refine and document these processes, to evaluate their

effectiveness, to implement plans for improvement, and to communicate with all constituents.

In summary, the faculty members represented in this report belong to a significant and expansive

community of support and resources with strong recognition and ties in the university, the

profession, and the constituencies we serve. We believe this report details significant compliance

with each of the standards, and we welcome the opportunity for this self-study to show our

pathways into the future.

ODU MLIS SELF-STUDY 168

Appendices

82 AASL Standards Pricing

Accreditation Update PowerPoint

59 Adjunct Application

112 Adjunct Evaluation

Adjunct Faculty CVs Folder

58a

Basile, Abbie

58b Baumann, Kari

58c

Bridges, Miriam

58d

Carmack, Nan

58e Centeno, Karen

58f

Crone, Betsy

58w Cunningham, Sojourna

58x Escobar, Kristie

58g

Gavigan, Karen

58h

Hartsfield, Danielle

58i Jackson, Amanda

58j

Keeling, Mary

58k

Lancaster, Krystal

58y McDaniel, Elizabeth

ODU MLIS SELF-STUDY 169

58l

McInnis, Joleen

58m Perry, Karen

58n

Ritchie, Jessica

58o Ruzzi, Bree

58p Scott Brown, Jennifer

58q

Small, Candice Benjes

58r

Thompson, Jessica

58s Waugh, Amanda

58t

Wine, Lois

58u

Wittkower, Lucinda

58v Yeager, Joy

Adjunct Meetings Folder

8a Adjunct Meeting 2019 Spring

8b Adjunct Meeting 2019 Fall

Adjunct Meeting 2020 Summer

Adjunct Meeting 2021 Spring

8e Adjunct Meeting 2021 Summer

145

Admissions Email Triplett Sample

Admissions Provisional Email

89 Admissions Transcript Email

ODU MLIS SELF-STUDY 170

Advising Pathways

80 ALA Scholarship Reference

ALA Student Chapter Charter

98 ALA Student Chapter Event Meeting

6 Annual Retreat Minutes Folder

Annual Retreat 2018

Annual Retreat 2019

6c Annual Retreat 2020

133

Archives Inquiries Folder

133a

Archives Inquiry 1

133b Archives Inquiry 2

133c

Archives Inquiry 3

105 Budget Request 2019-2020

85 Career Follow-up with Graduates

CDS ePortfolio Presentation

109

COA Statistics 2019-2020

17 Communications Checklist

Communications Plan

Course Matrix

41 Course Rotation Schedule

ODU MLIS SELF-STUDY 171

Course Syllabi Folder

18m LIBS 602 Production of Instructional Materials

18n

LIBS 603 Online Resources for Teaching

18a LIBS 608 Foundations of Libraries and Information

18h LIBS 609 History of Books and Libraries

18i

LIBS 612 Research Methods in Library and Information Studies

18p

LIBS 642 Children’s Literature Across the Curriculum

18q LIBS 644 Literature and Media for Young Adults

18r

LIBS 647 Reading and Literature for Adults

18s

LIBS 648 Reading, Evaluating, and Selecting Graphic Novels

18t LIBS 649 Storytelling

18u

LIBS 654 Information Literacy Instruction

18o LIBS 655 Methods and Strategies for the School Library

18v LIBS 656 User Services and Programming

18d

LIBS 658 Knowledge Resources: Planning, Selecting &

Managing Collections

18j LIBS 668 Internship in Libraries and Information Workplaces

18k LIBS 669 Internship in School Libraries

18c LIBS 674 Library Management and Leadership

18e LIBS 676 Library Media Services and the Curriculum

ODU MLIS SELF-STUDY 172

18b

LIBS 677 Knowledge Organization and Access

18l LIBS 680 Culturally Responsive Librarianship

18w

LIBS 681 Assessment and Evaluation in Library and Information

Science

18x LIBS 684 Advanced Library Management

18f LIBS 690 Seminar in Academic Libraries

18g LIBS 691 Seminar in Public Libraries

18y LIBS 693 Seminar in Archives and Special Collections

44 Curricular Change Forms Department and College

33 Curricular Mapping Minutes- 2017-12-07

134 Curriculum Brainstorm Advisory Board 2018

121 Curriculum Committee Spring 2021

54 Curriculum Sub-committee Meeting Agenda with Notes

107 DCEPS Floor Plans

125 Design Project Brief 2017

126 Design Thinking Data Collection

53 Design Thinking Data Collection

31 Design Thinking Final Presentation

127 Design Thinking Prototype Presentation

32 Design Thinking Prototype Report

74 Email Response to Inquiries

ODU MLIS SELF-STUDY 173

Emails from alumni

111 Employer Survey Report Fall 2020

Employer Survey Report Fall 2020

34 ePortfolio Overview

19 ePortfolio Rubric General Librarian

ePortfolio Rubric School Librarian 2019

ePortfolio Overview: Getting Started on Your MLIS ePortfolio

91 Evaluation of Transfer G1 Form

Faculty CVs Folder

56c

Anderson, Amelia

56f Betts-Green, Dawn

56g

Brown, Lindy

56d Burns, Elizabeth

56a Dickinson, Gail

56e

DiScala, Jeffrey

56b

Kimmel, Sue

61 Faculty Publications Folder

61g

Burns, E. (2020)

61b

Burns, E. A.; Howard, J. K.; & Kimmel, S. C. (2016)

61e Burns, E., Kimmel, S. C., & DiScala, J. (2019)

ODU MLIS SELF-STUDY 174

61f

DiScala, J., Burns. E., & Kimmel, S. C. (2020)

61d Kimmel, S. C., & Hartsfield, D. E. (2019)

61c

Kimmel, S. C., Burns, E., & DiScala, J. (2019)

61h Kimmel, S., Howard, J. & Ruzzi, B. (2016)

61a Marken, J. A., & Dickinson, G. K. (2013)

61j

Pribesh, S., Dickinson, G. K., & Bucher, K. T. (2006)

61i

Underwood, J., Kimmel, S. C., Forest, D., & Dickinson, G.

(2015)

122 Faculty Start Up Package Template

135 Flo Blankenship Scholarship

69 Future Information Professionals

81 Graduate Assistant Application Library

65 Graduate Assistant ODU Libraries Archives 2021-2022

64 Graduate Assistant ODU Libraries Humanities 2021-2022

94 Graduate Celebration Invitation

24 Graduate Survey 2019

25 Graduate Survey 2020

55 Grant Narrative NEH

47 Impact Project in LIBS 668

48 Impact Project in LIBS 668 Rubric

49 Impact Project in LIBS 669

ODU MLIS SELF-STUDY 175

Impact Project in LIBS 669 Rubric

78 Initial Advising

136

Interim Hire Email

39 Internship Application

87 Job Announcement

103

Job description Santiago

102

Job description Johnson

86 Job Listings (in Blackboard)

101

Last Friday

141

Library Directors, Invitation to Present

130 Library of Virginia Board of Trustees Invitation

LIBS Courses

62 LIBS Diversity Hiring Plan

137 LIBS Workload Report 2019 Fall

139

LIBS Workload Report 2020 Fall

138

LIBS Workload Report 2020 Spring

140 LIBS Workload Report 2021 Spring

Marketing Campaign

MLIS Advisory Board Meeting Minutes Folder

2a MLIS Advisory Board Minutes 2018-07

ODU MLIS SELF-STUDY 176

MLIS Advisory Board Minutes 2018-12

2c MLIS Advisory Board Minutes 2019-07

MLIS Advisory Board Minutes 2019-12

2e MLIS Advisory Board Minutes 2020-07

2f Consent Items for Advisory Board Meeting 2020-12

MLIS Advisory Board Minutes 2020-12

MLIS Advisory Board Slides 2020-07

2i MLIS Advisory Board Slides 2019-12

120

MLIS Courses/SLO's/Specialization Standards Matrix

124

MLIS Info Event for Undergrads

131 MLIS Information Session for Library of Virginia

MLIS Internship Handbook

1 MLIS Meetings Folder

1a MLIS Agenda and Minutes 2018 Spring

MLIS Agenda and Minutes 2018 Summer

MLIS Agenda and Minutes 2018 Fall

1d MLIS Agenda and Minutes 2019 Spring

MLIS Agenda and Minutes 2019 Summer

MLIS Agenda and Minutes 2019 Fall

1g MLIS Agenda and Minutes 2020 Spring

ODU MLIS SELF-STUDY 177

MLIS Agenda and Minutes 2020 Summer

1i MLIS Agenda and Minutes 2020 Fall

MLIS Agenda and Minutes 2021 Spring

72 MLIS Perry Paraprofessional Staff 4.23.19

37 MLIS Plan of Study Template

129 MLIS Presentation for Perry Professional Staff

147 MLIS Program Meeting Email Reminder

7 MLIS Program Mission, Vision, Goals, and Objectives

11 MLIS Program Student Learning Outcomes

51 MLIS Student Handbook

30 MLIS Town Hall Invitation

38 MLIS with School Librarianship Plan of Study Template

92 MSED to MLIS Criteria

108 Organization Chart - University

99 Organizational Chart - College

100 Organizational Chart - Department

70 Partnership School Divisions

119 Partnership School Divisions MOU Template

71 Plan to Distribute Webinar Invitation

ODU MLIS SELF-STUDY 178

Potential Employer Survey Results 2018

142 Presentation of MLIS 2017 to Library Directors

Recruiting/Marketing Webinar

144 Recruitment Heffelfinger Email Sample

76 Registration Reminder Email

Reinstatement Document

106

Research Development Request

104 Revenues from Contract Courses and Technology

143

Scheduling Spreadsheet Fall 2021

128

SCHEV Approval Request for the MLIS

43 School Library Employer Survey

146

SOS Student Case Sample

63 STEMPS Policies Handbook

60 STEMPS Scholarship Statement

STEMPS Strategic Plan

Student Advisory Committee Meeting Minutes Folder

9a Student Advisory Committee Meeting 2019 Fall

Student Advisory Committee Meeting 2020 Spring

Student Advisory Committee Meeting 2020 Fall

9d Student Advisory Committee Meeting 2021 Spring

ODU MLIS SELF-STUDY 179

Student Advisory Committee Meeting 2019 Fall Slides

115 Student Listserv Example

22 Student One Question Survey Findings

93 Student Orientation Presentation

148 Student Publications Folder

148a Chambers, R. and Terrell, N. (2018)

148b Cromartie, K. (2019)

148c Cromartie, K & Burns, E. (2019)

148d Gay-Milliken, L. & DiScala, J. (2020)

148e Shifflett, L. (2019)

148f Taylor, L. (2020)

79 Student Nomination for Dickinson Scholarship

114 Student Requests for Portfolio Assistance to CHIP

21 Summer Institute 2019

83 Summer Institute 2020

4 Survey Responses Potential Students 2018

42 Teacher Education Exit Survey

113 Town Hall Slides

67 Undergrad Announcements Pizza Lunch 2019

68 Undergrad Announcements Pizza Lunch 2020

ODU MLIS SELF-STUDY 180

110

University and College Award Criteria Folder

110a DCEPS Award College Publications

110b

DCEPS Award for Instructional Publications

110c

DCEPS Award Tonelson Award Criteria

110e DCEPS Service Award Criteria

110f

ODU New Faculty Award

110d

ODU Shining Star Award

110g ODU Teaching with Technology Award

University Certification Graduate Instruction Faculty

VAASL Alumni Event

123 VAASL MLIS Fall 2019

116

VAASL Voice Spring 2020

46 VDOE Program Status Matrix Review

28 VLA 2019 (slide deck)

VLA Conference Responses to the MLIS 2018

VLA Presentation 2018

29 VLA Responses 2019 MLIS

132

Weave Assessment Feedback 2017-2018

Weave Assessment Feedback 2018-19

118 Weave Assessment Feedback 2019-2020

ODU MLIS SELF-STUDY 181

Weave Assessment Report 2019-2020

117 Weave Data Meeting Spring 2021

Weave Email with Kelsey

14 Weave Meetings 2020

12 Weave Report 2018-2019

Welcome Email