MARA 293-10
Professional Experience: Projects
Fall 2010 Greensheet

Patricia C. Franks, Ph.D., CRM
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Virtual Office Hours: Virtual office hours will be scheduled as agreed upon by students and faculty. We'll use Elluminate, which requires the use of a microphone attached to your computer. Details are provided in the Angel course.

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Course Requirements		 Resources
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The first day of instruction is Wednesday, August 25, and the last day of class is Thursday, December 9. The content for the course is managed through ANGEL. Students must self-enroll for this course on ANGEL between August 20 - August 28. You will be required to use a password access code. The code will be provided to you via the MySJSU Messaging system on August 20.

Course Description

Professional projects submitted by an individual or organization, supervised by a professional archivist or records manager, which can be completed during one semester.

Course Prerequisites: Successful completion of 10 required courses: MARA 200, 202, 204, 210, 211, 248, 259, 243, 249, and 256. Students must be in good academic standing [3.0 CUM GPA or above].

Course Objectives

Course Goals and Student Learning Objectives
Student Learning Outcomes (SLOs)
Upon successful completion of this course, students will be able to:

  1. Identify and demonstrate satisfactory fulfillment of a set of three to five learning outcomes specific to his/her professional project, developed in consultation with the MARA 293 instructor or faculty and the project site supervisor.
  2. Analyze and discuss how the principles and practices of management, organizational culture and professional-related concerns are applied in the specific archives, records center, or information-based organization for which the student is completing the professional project.
  3. Compare theories of archival science and/or recordkeeping related to information retrieval, the records life cycle, and information policy with practices carried out at the project site.

MARA Core Competencies Learning Outcomes
Upon successful completion of this course, students will be able to:

  • D.  Apply basic concepts and principles to identify, evaluate, select, organize, maintain, and provide access to records of current and enduring value
  • E.  Understand the system of standards and structures endorsed and utilized by the recordkeeping professions, particularly in the areas of electronic records and digital assets management
  • F.  Apply fundamental management theories and principles to the administration of records and recordkeeping organizations

Complete List of MARA Core Competencies

Course Requirements

Assignments and Grading Policy 

Grading
This is a Credit/No Credit course. Credit for each assignment is based on satisfactory completion. Unsatisfactory completion results in No Credit for each assignment. All assignments must be completed satisfactorily to obtain credit for this course.

Assignments
Each student is required to:

  1. Conceptualize (in collaboration with site supervisor) strategies and an approach to the specific problem or need that has been identified by the site supervisor.
  • Helps to fulfill student learning objectives #1, #2, and #3
  • Helps to satisfy MARA Core Competencies D, E, and F
  • Grading: S if the student submits a proposal agreement signed by the site supervisor and approved by the MARA 293 instructor by the end of week 4.
  1. Perform independent advanced –level work on an archival or records management project for a client site.
  • Helps to fulfill student learning objective #1
  • Helps to satisfy MARA Core Competency D and F
  • Grading: S if the student submits a final report that includes a statement signed by the site supervisor indicating the student has conducted the project as specified in the project proposal.
  1. Produce the agreed-on deliverables - recommendations, proposals, or other products (e.g. training manuals, instructional podcasts, proposals for new services) that can be implemented or used as is by the client organization.
  • Helps to fulfill student learning objectives #1 and #2
  • Helps to satisfy MARA Core Competencies E, and F.
  • Grading: S if the student submits the agreed-upon deliverables by the due date and to the satisfaction of both the site supervisor and the MARA instructor.
  1. Enroll in Angel and participate in the weekly online discussion forums related to this course.
  • Helps to fulfill student learning objective #2 and #3
  • Helps to satisfy MARA Core Competencies D, E, and F
  • Grading: S if student participates in each required weekly discussion forum in the Angel learning management system and meets the basic requirements as specified in the “Evaluation of a Threaded Discussion” document posted in Angel (see see Appendix B).
  1. Maintain an on-going record of his/her work hours and activities on a Blog in the Angel learning management system. Specific information regarding the professional project experience documentation will be available on the Angel site.
  • Helps to fulfill student learning objectives #1,#, 2, and #3
  • Helps to satisfy MARA Core Competencies D, E, and F
  • Grading: S if student maintains a Blog in the Angel learning management, posts weekly updates, and meets the basic requirements as specified in the “Evaluation of a Required Blogs” document posted in Angel (see Appendix C).
  1. Prepare a professional project final report (based upon the learning outcomes identified for the project) discussing how those outcomes were (or were not) accomplished. A copy of the final report must be submitted to the instructor through the Angel learning management system along with the final project or, in the case of a project that is not a document (e.g. an electronic records management system or database), along with access information so that the instructor can access the final project.
  • Helps to fulfill student learning objectives #1, #2, and #3
  • Helps to satisfy MARA Core Competencies D, E, and F
  • Grading: S if student submits this professional project final report accompanied by the final project or access information so the instructor can review the final project. The student will be expected to submit a word document unless an alternative medium, such as a website, is pre-approved by the instructor. The report must meet the basic requirements as specified in the MARA 293 Report Rubric posted in Angel (see Appendix D).

Incompletes
Incompletes are considered on a case-by-case basis and are given only for family or medical emergency situations as outlined in the SJSU Catalog at http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-30.html.

Late Assignments
Late assignments will not be accepted unless arrangements are made with instructor at least 24 hours 'before' the deadline.

Course Schedule

The professional project must be completed within the semester. A detailed schedule with dates for submission of the required documents and discussion posts will be posted in Angel. The schedule is subject to change with fair notice to students by a post in the Angel Learning Management System. The basic time frame will be as follows:

Week Start & End Dates Main Activity Assignment
1 8/25 - 8/29 Introduction to Course, Review of Project Proposal Requirements Disc #1: Introduction

Blog Entry #1: Initial thoughts on the course
2 8/30 - 9/05 Prepare Project Proposal with input from supervisors (client and MARA). Disc #2: Topic: records management theory. Relate to one article from the reading list.
Example from list: “What is your management model?” (Birkinshaw & Goddard, 2009)

Blog Entry #2: Thoughts on the proposed project
 
3 9/06 - 9/12 Continue to work on project proposal – or acquire approval of both client and MARA instructor Disc #3: Topic: archival theory. Relate to one article from the reading list. Example from list: “Accessioning as processing” (Weideman, 2006)

Blog Entry #3: Progress on Project Proposal
4 9/13 - 9/19 Acquire approval of both client and MARA instructor or begin work at client site (if approval received week 3)

Note: Project Proposal must be approved by both client and MARA instructor by the end of week 4.

 Disc #4: Information Retrieval – General. Relate to one article from the reading list. Example from list: “The efficient storage of text documents in digital libraries” (Skibrinski & Swacha, 2009)

Blog Entry #4: Progress on Project Proposal
5 9/20 - 9/26 Begin work on project if not started week 4. Disc #5: Information Retrieval – classification systems.

Blog Entry #5: Initial experiences at project site. Describe organizational structure of project site. Relate to one article from the current reading list. Example from list: “How strategy shapes structure” (Chan & Mauborgen, 2009)
6 9/27 - 10/3 Continue work on project. Disc #6: Information Retrieval – standards. Relate to one article from the current reading list. Example from list: “Examining metadata: Its role in e-discovery and the future of records managers” (Gable, 2009)

Blog Entry #6: Reflections on weekly progress. Describe leadership style of client site supervisor and relate to leadership styles covered in previous coursework. Relate to one article from the current reading list. Example from list: “How successful leaders think” (Martin, 2007).
7 10/4 - 10/10 Continue work on project. Disc #7: Records Life Cycle – General.

Blog Entry #7: Reflections on weekly progress. Describe corporate culture, as much as you’ve been exposed to while working on project. How can that culture benefit or challenge the success of your project?
8 10/11 - 10/17 Continue work on project. Disc #8: Records Life Cycle – Active Records.

Blog Entry #8: Reflections on weekly progress. Describe the stages of the life cycle as related to the records with which you are working.
9 10/18 - 10/24 Continue work on project. Disc #9: Records Life Cycle – Inactive Records.

Blog Entry #9: Reflections on weekly progress. Describe the manner in which the organization with which you are working provides guidance on identification, evaluation, selection, organization, maintenance of records and access to those records retained.
10 10/25 - 10/31 Continue work on project. Disc #10: Records Life Cycle – Preservation. Relate to one article from the current reading list. Example from list: “Preservation of mixed-format archival collections: A case study of the Ann Getty fashion collection at the Fashion Institute of Design & Merchandising” (Clarke, 2009)

Blog Entry #10: Reflections on weekly progress. Describe steps taken to preserve records of enduring value. What standards are involved? If not, what standards do you think should be considered?
11 11/1 - 11/7 Continue work on project. Disc #11: Information Policies – General.

Blog Entry #11: Reflections on weekly progress. Describe information policies implemented by your project site.
12 11/8 - 11/14 Continue work on project. Disc #12: Information Policies – Records Management. Relate to one article from current reading list. Example from list: “Case study: How to successfully implement an e-records management program” (Dionne & Carboni).

Blog Entry #12: Reflections on weekly progress. Describe records management policies that you may have encountered while working on the project.
13 11/15 - 11/21 Continue work on project. Disc #13: Information Policies – Electronic Communication Policies. Relate to one article from the current reading list. Example from list: “Embracing Web 2.0: Archives & the newest generation of web applications” (Samouelian, 2009).

Blog Entry #13: Reflections on weekly progress Describe any electronic communications policies – including social media policies – that may be in effect at the project site.
14 11/22 - 11/28 Complete work on project. Disc #14: Information Policies – Archives. Relate to one article from the current reading list. Example from list: A brave new world: Archivists & shareable descriptive metadata” (Riley & Shepherd, 2009).

Blog Entry #14: Reflections on weekly progress Describe any policies that are in place that relate to selection of items for an archives or management of those objects.
15 11/29 - 12/5 Present project paper and copy of project or access to same to Instructor with signed and dated signature page (signed by student and site supervisor) by the end of week 15. Disc #15: Share final thoughts on course.

Blog Entry #15: Summary of experiences at project site.
Wrap Up 12/6 - 12/9 Course Completion: Last official day of instruction is 12/9. I will use between 12/6 and 12/9 to grade work and compile final grades. Please complete a SOTE (Student Opinion of Teaching Effectiveness) by 11:55 p.m. on 12/9. Course grades will be available in Angel by 12/10 – or earlier if all work is submitted and graded early. SOTE (Student Opinion of Teaching Effectiveness) due by 11:55 p.m. on 12/9 – Optional but appreciated.

The following resources will be found in the Angel course:

  1. MARA 293 Reading List
  2. Evaluation of a Threaded Discussion Rubric
  3. Evaluation of Required Blogs Rubric
  4. MARA 293 Report Rubric

Textbooks and Readings

Required Textbook:

  • Kerzner, H. (2009). Project management: A systems approach to planning, scheduling, and controlling, 10th ed. John Wiley & Sons. Available through Amazon: 0470278706 arrow gif indicating link outside sjsu domain


Grading Scale

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

97 to 100 A
94 to 96 A minus
91 to 93 B plus
88 to 90 B
85 to 87 B minus
82 to 84 C plus
79 to 81 C
76 to 78 C minus
73 to 75 D plus
70 to 72 D
67 to 69 D minus
Below 67 F

 

In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:

  • C represents Adequate work; a grade of "C" counts for credit for the course;
  • B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
    For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation.  You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
  • A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.

Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).

University Policies

General Expectations, Rights and Responsibilities of the Student

As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.

Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:

  • "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
    • It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
    • In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
  • "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."

Academic integrity

Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.

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