• MARA Program Based Assessment
• Course Student Learning Objectives and Competency (Program Learning Outcomes) Mapping
• External Inputs into the Curriculum
• Retention Data
• Exit Survey Data

Program Based Assessment

SLIS has developed a set of Program Learning Outcomes that are focused on the core competencies of our profession. The culminating e-Portfolio serves to assess a student's mastery of all program learning outcomes (core competencies) for the MARA degree before graduation.

• MARA Program Learning Outcomes (core competencies)
• Example e-Portfolio - Spring 2011
• Guidelines provided to students and used to evaluate the core competencies as addressed in the e-Portfolio

Review and Measurement of Individual Program Learning Outcomes

e-Portfolio data is collected to assess the achievement level of graduating students in meeting specific program learning outcomes.

Starting with the Spring 2011 semester SLIS has collected data on the number of revisions needed to satisfactorily demonstrate achievement of each of the 9 MARA Learning Outcomes or Core Competencies presented in students' culminating electronic portfolios. Our goal is to have 90% or better of LIBR 289 (e-Portfolio) students who need no or only 1 revision to a Statement of Competency, the essay in which they demonstrate achievement of a specific Program Learning Outcome. If less than 90% of students submit work at that level, then that identifies for the faculty a need for curricular review of the courses that address that PLO.

Since 2011 we have collected datasets on all of our competencies and are in the process of reviewing all of them as part of our ongoing curricular review process.

Assessment of Individual Program Learning Objectives Reports MARA

• Spring 2011 binder of 3 files (.pdf)
  • Spring 2011 report (.pdf)
  • Attachment 1: MARA Core Competencies (.pdf)
  • Attachmernt 2: Evaluation Rubric (.pdf)
• Fall 2010 (.pdf)
• Spring 2010 (.pdf)

Course Student Learning Objectives and Course Mapping to Program Core Competencies (Program Learning Objectives)

Each course has both student learning objectives - linked to assignments - as well as core competencies (program learning objectives) defined for that particular class. - See http://slisapps.sjsu.edu/slo-core/mara.php

External Inputs into the Curriculum

Field Based Program Advisory Committees

International Advisory Council

Archives and Records Management Jobs Analysis, Spring 2013 (PDF)

Archives and Records Management Jobs Analysis, Spring 2011 (PDF)

Retention Data

As a student progresses through the MARA program there are two key decision points where we can see students leave the program.

1. After the required new technology workshop, Online Social Networking, and between that course and the start of the following semester. The students start this workshop before they begin their first semester and must pass it to continue in the program. One of the purposes of the class is to help determine if a student is equipped for the online environment. This workshop is not taken for credit, and statistics were not available before summer 2011. Beginning in spring 2013, MARA students could also start their program in January. Figures are available for spring admits from 2013 forward.  A process has been implemented to track this information going forward. Some students complete the technology workshop but don't register for classes for the following term.  These figures are also available from summer 2011 forward.

Table 1. MARA New Technology Workshop: Online Social Networking  Retention and Pass Data

2. Core Courses. Students who began the MARA program in the fall semester between 2008 and 2011 were required to take two core classes: MARA 200 (The Records and the Recordkeeping Professions) and MARA 202 (Information Technology, Records, and the Information Age).

Table 2.a. Data about Students Taking MARA 200 and MARA 202 in their first term (Students entering program prior to fall 2012) and continuing on to a second term the following spring.

MARA students who entered the program in the fall, beginning in fall 2012, were expected to take MARA 200 and MARA 204 (instead of MARA 202 as previously required). 
However, students beginning this term could elect to take just one course if they wished.

Table 2.b. Data about Students Taking MARA 200 and MARA 204 in their first term (Students entering program beginning in fall 2012) and continuing on to a second term the following spring.

MARA students who enter the program in the spring semester, beginning in spring 2013, were required to register for MARA 210 and were advised to take one MLIS elective (optional)..

Table 2.c. Data about Students Taking MARA 210 required and an MLIS elective (optional) in their first term (Students entering program beginning in spring 2013) and continuing on to a second term the following fall).

Note: MLIS electives selected - LIBR 284 (3); LIBR 240 (2); LIBR 256 (2); LIBR 282 (1).

3. In order to graduate with their MARA degree students must complete as a culminating experience: MARA 289 (e-Portfolio).

The great majority of students select e-Portfolio. The goal of the e-Portfolio is to provide a program-based assessment to ensure that each student demonstrates mastery of all program learning outcomes (core competencies) for the degree before graduation.

The e-Portfolio can be completed in one semester though the preparation happens all throughout the student's program.

Table 3. MARA 289: e-Portfolio Statistics

*Students who fail MARA 289 have one more chance to retake the e-Portfolio course. If they fail again, they are disqualified from the MARA program. To date, there were no disqualifications due to failing to produce a satisfactory e-Portfolio.

About Our Students

Graduating Student Exit Survey Data

• Demographics
  • Ages
  • Gender
  • Ethnicity
  • Residency
• Time to Completion of Degree
• Employment Trends Upon Graduation
• Top School Strengths
• Overall Educational Experience
• In Their Own Words
• Takeaways
• All slides in one pdf

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