LIBR 282-03
LIBR 282-12
Seminar in Library Management
Spring 2013 Greensheet

Sean Gaffney, CPA, CMA, MBA, MLIS
E-mail
Office Hours: By Appointment

D2L Information: This course will be available beginning January 23, 2013. You will be enrolled into the site automatically.

Course Description

An examination of the connection between the theory and the best practice of strategic financial resource management. Topics include: revenue models, types of budgets, internal controls, resource allocation, financial planning, and acquiring outside resources. Elements of leadership and strategic planning will be explored.

Course Requirements

Assignments

• Participation - 20% - there will be regular discussion questions. Each student is expected to post a response to the question and then respond to at least two other students. I find that we often learn as much from each other as we do from reading. This assignment sipports SLO 2.
• Exercises - 25% - these will be comprised of short answer questions taken from lectures and readings to demonstrate mastery of the materials (5 at 5% each). This assignment supports SLO 3.
• Pathfinder - 25% - Each student will select a topic related to financial management in library and information services and develop a comprehensive pathfinder (reader's guide) to relevant print and online information resources. This assignent supports SLO 1.
• Research Project - 30% - Each student will select a topic of interest and develop a research paper exploring the concept in depth (approx 10-15 pages). This assignment supports SLO 1.

Course Calendar

Discussion, exercise and written assignment due dates will be available within the D2L course calendar no later than Week 2. All due dates are subject to change with fair notice.

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Course Workload Expectations

Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.

Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.

Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.

Course Prerequisites

LIBR 200, LIBR 204. 

Student Learning Outcomes

Upon successful completion of the course, students will be able to:

1. Describe the grant-seeking process.
2. Conduct research to locate sources of grant funding, analyze grantmaker guidelines, and assess whether potential funding sources match an organization and a specific project.
3. Describe funder perspectives and know how to communicate effectively with prospective grantmakers.
4. Write persuasive material that clearly articulates purpose, responds to the needs of an audience, uses the appropriate voice and tone, and builds stakeholder support.
5. Analyze an organization's grant-seeking practices, identify areas of potential improvement, and prioritize grant-seeking opportunities.
6. Assess specific library needs and future service development, identifying appropriate projects for grant funding.
7. Develop a competitive grant proposal, including budgets, implementation plans, and evaluation criteria.
8. Discuss social information tools from an overarching and strategic perspective, and explain how they fit into competitive and other intelligence work.
9. Use social tools for information collection and supplementing of traditional competitive intelligence tools.
10. Use social tools from a competitive intelligence standpoint, and understand the specific implementations of these tools.
11. Describe how competitive intelligence communities are using these tools for professional purposes.
12. Demonstrate the ability to conduct competitive work using social tools.

Core Competencies (Program Learning Outcomes)

LIBR 282 supports the following core competencies:

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Textbooks

Required Textbooks:

• Turner, A. M. (2007). Managing money: A guide for librarians. McFarland. Available through Amazon: 0786430524

• Warner, A.S. (1998). Budgeting: A how-to-do-it manual for librarians. Neal-Schuman. Available through Amazon: 1555702880

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Grading Scale

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

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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