Professional Experience: Projects
Spring 2011 Greensheet
Textbooks and Readings
To enroll, students must first contact the LIBR 292 course instructor and develop a Project Proposal in consultation with the LIBR 292 instructor and the site supervisor (see below). Once the Project Proposal is approved, the student is given a permission code to enroll in LIBR 292.
LIBR 292 does not have an ANGEL site. See below for more information on the course process.
Single focus projects submitted by an individual or organization and supervised by a professional, which can be completed in the time allocated, but where the student may not need to be on-site each day. Consent of the LIBR 292 instructor and a permission number required.
Course Prerequisites: LIBR 200, 202, 204 and six elective courses.Students must be in good academic standing [3.0 CUM GPA or above]
Student Learning Outcomes
Upon successful completion of this course, students will be able to:
Demonstrate satisfactory fulfillment of a set of three to five learning outcomes specific to his/her professional project, developed in consultation with the LIBR 292 instructor and the project site supervisor.
Analyze and discuss how the principles and practices of management, organizational culture and professional-related concerns are applied in the specific information-based organization for which the student is completing the professional project.
LIBR 292 supports the following MLIS Core Competencies:
- Varies depending on the project. See MLIS Core Competencies
This is a Credit/No Credit course. Credit for LIBR 292 is based on satisfactory completion of the specific deliverables within the designated timelines. All deliverables must be completed satisfactorily to obtain credit for this course
LIBR 292 gives MLIS students the opportunity to experience work as consultants to libraries and other information organizations. The library or organization has a specific problem or need that the student will address during the LIBR 292 course. The problem or need is identified by the organization or by the student, and the student begins by developing a brief Project Proposal that defines the scope of the problem or need, outlines an approach and strategies for the work to be done, lists deliverables and timelines (milestones) to be met, and 3 to 5 learning outcomes that the student expects will come from the work done on the project. This initial Project Proposal is developed in consultation with the site supervisor and the LIBR 292 instructor before the student enrolls in the LIBR 292 course and begins the work.
During the course of the semester, the student is expected to perform the independent advanced-level work of assessment and analysis as set out in the Project Proposal and within the defined timelines, and to produce the agreed-on deliverables – such as recommendations, proposals, or other products (for example, training manuals, instructional podcasts, marketing plans, proposals to the board for new services, etc.) for implementation or use by the client organization.
The student will work closely with the site supervisor and other site stakeholders, and will communicate progress and status of the project on a weekly basis to the LIBR 292 instructor via emails, blogs, or other agreed-on communication media.
Examples of past projects:
- developing a proposal for an ILS for a small art museum, including vendor bids and recommendations for next steps
- analyzing and evaluating serials collection development at a large university research library
- making recommendations for the automation of ILL and document delivery services for an arts institute library
- evaluating current practice and developing training modules for information desk staff at a joint public/university library
- partnering with the chamber of commerce to develop and deliver programs promoting a county library’s business information resources and services
- creating online catalog instruction for patrons and staff of a large county library
- creating a virtual exhibition space for a university environmental design archive, including procedural documentation and training on the digitization process, the steps for creating a digital exhibition, and how to manage and maintain content.
- developing an extensive series of subject web guides to complement a high school curriculum
- analyzing electronic resource licenses for the creation of metadata; identifying and contracting for a system of organization, storage and retrieval of license metadata; creating instructional documentation for that system; and developing a web interface for submission and storage of new electronic resource order information
Textbooks and Readings
No Textbooks For This Course.
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|
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).
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."
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.
Download Adobe Acrobat Reader to access PDF files.
More accessibility resources.