Following SCoSAAs Town Hall Meeting on January 26, 2016, the Archives faculty put together responses to some of the additional questions SCoSAA members had submitted online. We have put together a brief synopsis regarding those questions and the facultys responses, centered on a few main themes as well as some less targeted questions.
I.)
One issue around which there were multiple questions was regarding the number of online and evening classes offered in the archives track, and overall inclusivity for students who are working professionals and are unable to come to campus during the day. The response regarding the limited number of classes offered online and in the evenings, as well as the number of required courses available at any time, was as follows:
The Archives faculty, in consultation with the Director of Curriculum, are working to produce a two year calendar of archives course offerings. In addition, we encourage students who have specific timing needs or the desire to take a course to get in touch with your advisor to let them know. This allows us to make adjustments and know about needs.
We hope that changes in the curriculum requirements for the archives concentration will alleviate some of the concerns. These include increased options for a required course, and options for the completion of the program, such as an internship, special projects or research papers. We are awaiting final faculty approval of our changes to the Archives Core Curriculum and then will send them out to the SCOSAA list.
II.)
The issue of providing forward-thinking, technology-driven courses and course content was also raised by a variety of students.
When it comes to this, the faculty explained:
Incorporating technology into courses is a tricky business. A focus on any one particular technology can become quickly out of date in todays technological world. Therefore, a focus on the ways in which technology can help and the ways in which technologies do not solve problems will serve students better in the long run. Also, some courses do not really have much of a technology component. 442 is a good example. Although social media is an important component of communication and is certainly a key management area, it’s also only one section of the course. Understanding how to collaborate, cooperate is equally valuable and that really is more about working with people.
Specific technology applications are better treated in a Workshop than in a course. ArchivesSpace, for instance, is just one instance of a software being used by some archival repositories and its implementation is repository-specific.
We have been developing and redeveloping a Digital Curriculum Lab and revisiting the LIS 444 course Digital Preservation to offer an advanced course that focuses on some of the technological challenges we are facing as a profession.
III.)
Students also expressed concerns regarding the community atmosphere of SLIS, both with the dual degree Archives/History program and within SLIS more generally. Regarding improving communication, the faculty agreed that this is a problem, and said, we welcome any suggestions on how to improve in this area as we continue to explore various ways to improve here.
With an interest towards making relationships between students and faculty members stronger and more significant, the faculty suggested that students:
- Express an interest in or volunteer to work on research projects
- Seek resources to support student/faculty get-togethers every month
IV.)
Regarding the dual degree program and its administration, the faculty expressed that co-Directors Steve Ortega and Kathy Wisser meet regularly and spend a significant amount of time working within the respective schools and ensuring communication across the departments. They would welcome feedback regarding specific areas that need to be addressed, and are concerned that perhaps the right topics are not being discussed. They also suggested that the faculty of both programs could hold a Town Hall meeting with dual degree students, as has been done in the past. (If students have interest in this, please contact your SCoSAA officers at [email protected], and we will work to ensure this happens in the future.)
V.)
SCoSAA also received a practical question regarding the benefits of taking workshops in relation to job prospects. The faculty responded, Workshops help to build specific skills often not covered in detail in a curriculum that is focused on the relationships between theory and practice. Workshops are an excellent way to supplement curricular structures and to build competencies in targeted skills you believe will enhance your marketability for jobs.
VI.)
Another student asked a final question about the number of courses students are allowed to take at SLIS, and if one can take more classes than are required for the degree.
The faculty explains:
There is no upper limit to the number of courses you can take in our program. However, you can only receive one degree (e.g., if you do 72 credits doesnt mean you get a second Masters). A few reminders about our policies to help make decisions about exceeding the 36-credit hour requirement:
- Tuition can increase by 2% every fall
- Alumni are able to take courses as well as matriculated students. If an alumni audits the course, $400.00, but there is no guarantee that there will be space in the course. Full-price provides a higher registration priority.
In general, students wanting to take extra courses usually limit it to 1-2, but in some cases we have seen 3.