Information Science Library, M.S., 2018

Educator Preparation Programs:

Creating New Program(s) from Existing Program(s)
EPP-J
1/2016

This form should be used to seek SUNY approval and SED registration to create one or more new undergraduate,
certificate, graduate, or advanced certificate programs based on an existing, registered program. Jt is not necessary to
submit a Program Announcement (PA) or a Letter of Intent (LI) for these types of new programs. A Chief Executive or
Chief Academic Officer must submit a signed cover letter and this completed form as one PDF document to the SUNY
Provost at program.review@suny.edu. Additional information is available in the Guide to Academic Program Planning
for Educator Preparation Programs.

Section 1. General Information

a) Institutional Date of Proposal: (Original 11/15/17); This update February 2, 2018
Information in
SED Institution Code: 210500
Institution Name: University at Albany, SUNY
Institution Address: 1400 Washington Avenue, Albany, NY 12222
" Dept of Labor/Regent’s Region: Capital Region
b) Program List the name, address, and SED Institution Code of each additional campus where the entire program will be offered:
Locations

List the name and address of extension sites or extension centers where courses will offered, or check here
[ x] if not applicable

¢) Contact Person for
this Proposal

Name and title: Jon Bartow, Vice Dean for Graduate Education

Telephone: (518) 437-5062 E-mail: jbartow@albany.edu

c) CEO (or
designee)
Approval

Signature affirms that the proposal has met all applicable campus administrative and shared governa
procedures for consultation, and the institution’s commitment to support the program as revised.

rovost and Senior Vice President for Academic Affairs

fonle

Name and title: James R. Stell

Signature and date:

Tf the revised geoeram will be registered jointly! with one or more other institutions, provide the follov
information for each partner institution. The signature confirms support of the changes.

Partner institution’s name: N/A
Name and title of partner institution’s CEO:

Signature of partner institution’s CEO (or append a signed letter indicating approval of this proposal):

' If the partner institution is non-degree-granting, see SED CEO Memo 94-04.

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Section 2. Multi-Award and Multi-Institution Programs

Check one
[ ] This proposal is for a multi-award program that leads to two separate awards (e.g., A.S./B.A., B.S./M.S.) based

[

on currently registered programs. Complete Part 2A, below. NOTE: Such programs generally involve special
admissions for students who have the capacity to complete all awards, curricular integration between the
component programs, and shortened time to degree compared to taking the programs separately.

] _ This proposal is for a multi-institution program (also called a “jointly registered program”) to be offered jointly

by two or more institutions. Complete Part B, below. NOTE: Such programs involve a formal agreement
between two or more institutions to offer courses leading to an award.

] | This proposal is for a multi-institution, multi-award program to be offered jointly by more two or more
institutions and leads to two separate awards. Provide a single, consolidated response that reflects all the items
in Parts 2A and 2B, below.

PART 2A — Multi-Award Program (Information for new program)

a)
b)
°)
d)
e)
f)

g)

h)

Program Title:

Program Awards (e.g., B.A./M.S.) from existing programs:

Proposed HEGIS Code of new program:

Required Number of Credits:

Format: [ | Day [ ] Evening [ ] Weekend [ ] Evening/Weekend[ ]| Not Full-Time

Mode: [ ] Standard [ ] Independent Study [ ] External [ ] Accelerated [ ] Distance Education?

Other: [ ] Bilingual [ ] Language Other Than English [ ] Upper Division Program
[ ] Cooperative 4.5 year [ ]5 year

List registered programs at the institution identified in Section 1a whose courses will contribute to this program. Add
rows as needed.

Program Title Award SED Program Code

Program 1

Program 2

2 If 50% or more of the courses in this program will be in the distance education format and the campus has not yet received approval to provide distance
education, see Section 5

EPP-J
i) List all the courses required for each existing program, and indicate which ones will be counted toward both awards.
NOTE: Undergraduate courses cannot count toward the graduate award.

Program | Courses Counted
Credits Toward Both
Code Title Awards
Vv
Program 2 Courses Counted
Credits Toward Both
Code Title Awaits

EPP-J
j) How many terms will it take for full-time students to complete the proposed program?

k) What are the admissions requirements for the new program, and how are they related to student success?

1) Complete the SUNY Program Schedule to show how a typical student may progress through the multi-award
program.

PART 2B — Multi-Institution Program

a) Program Title:

b) Are all partner institutions listed in Section 1c, with CEO information and a signature for each partner?
[ ] Yes [ ]No

c) Proposed HEGIS Code

d) Required Number of Credits: Minimum [ ] _ Iftracks or options, largest minimum [ |

e) Format: [ ]Day [ ] Evening [ ] Weekend [ ] Evening/Weekend|[ | Not Full-Time

f) Mode: [ | Standard [ ] Independent Study [ ] External [ ] Accelerated
[ ] Distance Education?

g) Other: [ ] Bilingual [ ] Language Other Than English [ ] Upper Division Program [ ] Cooperative 4.5 year
[ ]5 year

h) List all courses in the program and indicate which courses will be completed at each institution.

i) Describe the administrative provisions for coordinating admissions, advisement and financial aid for the program
between the two institutions.

j) Describe the program’s policies governing residency requirements and tuition charges.

k) Explain any other special arrangements or requirements arising from the multi-institution nature of the program.

3 1f 50% or more of the courses in this program will be in the distance education format and the campus has not yet received approval to provide distance
education, see Section 5.

EPP-J
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The State University
of New York

Educator Preparation Programs:
Distance Education Format Proposal

EPP-H
1/2016

When a new or existing program is designed for a distance education format, which enables students to complete
50% or more of the course requirements at a distance, a campus Chief Executive Officer or Chief Academic
Officer must submit a signed cover letter and this completed form as one PDF file to the SUNY Provost at
program.review@suny.edu. According to Middle States Commission on Higher Education (MSCHE), the 50%
standard includes only courses offered in their entirety via distance education, not courses utilizing mixed
delivery methods. Also, MSCHE requires that the first two programs for which 50% or more is offered through
distance education be submitted for Commission review and prior approval of a substantive change.

Campuses that have not received previous approval to provide distance education or those that have made
significant changes to the institution-wide distance education operations must complete Sections | - 3 and Part

A: Institution-wide Issues.

Section 1. General Information

Item Response (type in the requested information)
a) University at Albany, SUNY SED Institution Code
210500
1400 Washington Avenue, Albany, NY 12222
NYS Department of Labor/Regents Region: Capital Area
b) Program Program Title: | Information Science School Library (ISSL)
Pn OAGO| Award(s) (eg.,BS,MAT): |MS.
SED Program Code (for New (disaggregated)
existing program): program — code to be HEGIS Code: 0899.01
assigned
New York State certificate title(s) and level to which the program leads:
Certificate Title(s) Initial, Professional, Initial/Prof
School Media Specialist (Library) Initial/Prof
c) Distance Name: Jon Bartow Title: Vice Dean for Graduate
Education Education
Contact ar
Borcon Telephone: (518) 437-5062 E-mail: jbartow@albany.edu
e) Chief Name and title: James R, Stellar, Provost and Senior Vice President for Academic
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' Signature affirms that the proposal has met all applicable campus administrative and shared governance procedures for consultation, and
the institution’s commitment to support the proposed program.

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[ Section 2: Expected Enrollment

Expected Enrollment ‘When Program Begins Maximum by Year 3
Number of Students:

{ Section 3: Program Information

a)
b)

°)

d)

Term length (in weeks) for the distance program:
Is this the same as term length for classroom program? [ ]No [ x] Yes
How much "instructional time" is required per week per credit for a distance course in this program? (Do not

include time spent on activities that would be done outside "class time," such as research, writing
assignments, or chat rooms.) NOTE: See SUNY policy on credit/contact hours and SED guidance.

A three-semester credit hour course meets three 50-minute sessions per week for fifteen weeks for a
total of 45 sessions.

What proportion or percentage of the program will be available in Distance Education format? 100%
What is the maximum number of students who would be enrolled in an online course section? 25

How will field experiences, internships, and student teaching placements be arranged? How will these
experiences be supervised?

At the beginning of each semester, students complete an online form to set up their field experience
placement or internship placement, see Field Placement Questionnaire:
https://go0.gl/forms/69xbWDK3pUFrM0nZ2 , and Internship Placement Questionnaire:
https://goo.gl/forms/CotcNoxcAG. - Department of Information Science faculty and staff
work closely with BOCES School Library System Directors and New York City School Library
Coordinators to set up students’ placements that will provide learning experiences with highly qualified
certified school library mentors. Students who are from outside the New York area are asked to
provide contact information from similar entities in their geographic area (School Library
Directors/Coordinators). The Information Science Department maintains a database of school library
mentors and conducts a yearly survey with school library alums, mentors and practitioners to ensure
that what is taught in the classroom has practical value in PreK-12 learning environments.

Dr. Stefl-Mabry, with assistance from the Internship/Field Experience Coordinator supervises all field
and internship placements. Students, as part of their regular coursework, submit monthly field
reflections, aligned to clinical performance based assessments.

Part
institution using this form. SUNY and the State Education Department will keep this in a master file so that your
institution will not need to resubmit it for each new proposed online program, unless there are significant
changes, such as a new platform.

institution-wide Issues: Submit Part A only for the first Distance Education program proposed by your

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I. ORGANIZATIONAL COMMITMENT

a) Describe your institution’s planning process for Distance Education, including how the need for distance
access was identified, the nature and size of the intended audiences, and the provisions for serving those
audiences, including how each student’s identity will be verified.

b) Describe your institution’s resources for distance learning programs and its student and technical support
services to ensure their effectiveness. What course management system does your institution use?

c) Describe how the institution trains faculty and supports them in developing and teaching online courses,
including the pedagogical and communication strategies to function effectively. Describe the qualifications of
those who train and/or assist faculty, or are otherwise responsible for online education.

d) Ifyour institution uses courses or academic support services from another provider, describe the process used
(with faculty participation) to evaluate their quality, academic rigor, and suitability for the award of college
credit and a degree or certificate.

e) Does your institution have a clear policy on ownership of course materials developed for its distance
education courses? How is this policy shared with faculty and staff? NOTE: You may refer to SUNY.
statement on copyright and faculty ownership of instructional content, and/or faculty contract provisions.

II, LEARNER SUPPORT

a) Describe how your institution provides distance students with clear information on:

= Program completion requirements

= The nature of the learning experience

« Any specific student background, knowledge, or technical skills needed
« Expectations of student participation and learning

« The nature of interactions among faculty and students in the courses

= Any technical equipment or software required or recommended

b) Describe how your institution provides distance learners with adequate academic and administrative support,
including academic advisement, technical support, library and information services, and other student support
services normally available on campus. Do program materials clearly define how students can access these
support services?

c) Describe how administrative processes such as admissions and registration are made available to distance
students, and how program materials inform students how to access these services.

d) What orientation opportunities and resources are available for students of distance learning?

Part B: Program-Specific Issues: Submit Part B for a new request to add Distance Education Format to a
proposed or registered program.

TI. LEARNING DESIGN

a)

How does your institution ensure that the same academic standards and requirements are applied to the
program on campus and through distance learning? If the curriculum in the Distance Education program
differs from that of the on-ground program, please identify the differences.
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There is no difference between what is taught in an online course and what is taught in a face-to-face
course,

b) Are the courses that make up the distance learning program offered in a sequence or configuration that allows
timely completion of requirements?

The courses that make up the Information Science School Library (ISSL) online program allows for timely
completion of program requirements.

¢) Describe how your institution provides distance students with clear information on:

e Program completion requirements, including clinical placements
Program completion requirements are listed on the Department of Information Science’s website
https://www.albany.edu/information-science/info-science-libra: ). Additionally, each student is
assigned a faculty advisor who outlines all of the course and clinical requirements for the degree when
students are first accepted into the program.

e Process for selecting clinical placement sites
As explained above students complete an online form to set up field experience placements or internship
placements, see Field Placement Questionnaire: https://go0.gV/forms/69xbWDK3pUFrM0nZ2 , and
Internship Placement Questionnaire: https://goo.g\/forms/CoteNoxcAGAQIPAD2 and faculty and staff

conduct interviews with mentors before assigning clinical experiences to ensure a symbiotic collaborative
learning relationship.

¢ Program policies for clinical placements
Each student in the Information Science School Library (ISSL) must complete 100 hours of field
experience which are aligned to assignments in ISSL course work. One half must be completed in a high-
needs school as designated by the New York State Education Department’s Office of Accountability:
http://www.p12.nysed.gov/accountability/ESEADesignations,html. All students, except students who have
been employed for a year or more as a fulltime school librarian, must complete two internships consisting
of two 40 day sessions for a total of 80 days or 400 hours. One half of the internship hours must be
completed at the elementary level and the other half must be completed at the MS/HS level. One half also
must be completed in a high-needs school as designated by the New York State Education Department’s
Office of Accountability: http://www.p12.nysed.gov/accountabili EADesignations.,html. Students who
have worked for more than one year as fulltime school librarians may waive one of the internship
experiences. Students who are certified teachers and have worked as classroom teachers for more than
three years may complete one of the internship experiences in a public library mentored by a certified
public librarian working in youth services.

e Testing requirements for certification

d) Describe how students in the distance education program will satisfy the Dignity for All Students regulation
[52.2 1(b)(2)(ii)(c)(1)(xii)], which requires that three of the six hours of training be conducted face-to-face,
noting that electronic communication is not considered as face-to-face.

Students will need to make arrangements to attend the three-hour face-to-face DASA training sessions by
contacting the UAlbany’s School of Education for information about workshop dates held at the university.
Additionally, they can search for other alternatives on the New York State Education Department’s

website (see: http://www.highered.nysed.gov/tcert/certificate/dasa-applicant.html.

e) How do faculty and others ensure that the technological tools used in the program are appropriate for the
content and intended learning outcomes?

All faculty are required to specify on their syllabi how the course content aligns to departmental learning
goals. All Department of Information Science faculty are required to complete a Student Learning
Outcomes Assessment Review (SLOAR) for each course they teach every semester (see:
https://g00.gl/forms/lir8LP pfHWCNjjCq2 ). SLOARs summarize students’ attainment of specified

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learning objectives for that particular course. A department level SLOAR report is compiled every two
years to determine gaps or redundancies in curriculum content.

f) How does the program provide for appropriate and flexible interaction between faculty and students, and
among students?

Students are able to interact with ISSL faculty via face-to-face meetings (if students live in close proximity
to UAlbany), telephone, Skype, Facetime, and text. In many ways, the online environment provides ISSL
students with a customized one-on-one learning experience with direct access to faculty. Discussion boards,
wikis, and online forums (supported in Blackboard) provide students with many ways to connect and
interact. The ubiquity of smartphones has enabled students to interact instantaneously and economically.
Online student presentations include narrated slides and/or videos.

g) How do faculty teaching online courses verify that the student who registers in a distance education course or
program is the same student who participates in and completes the course or program and receives the
academic credit?

At the beginning of the semester students are asked to provide an introductory video and participate in
various online discussion boards. Regular weekly assignments using different media tools and calling for
different types of expression ensures that instructors are familiar with who the student is, and the quality
of his/her work early on in the semester.

IV. FIELD EXPERIENCE AND STUDENT TEACHING (Teacher Preparation Programs only)

a) Field experiences, student teaching and practica must be consistent with the program's philosophy, purposes
and objectives and carefully selected and planned by program faculty, with learning outcomes specified and
their achievement regularly evaluated. How is this requirement met in a distance education format?

This requirement is met in the same way as a face-to-face class. Students are required to complete monthly
field experience, or internship reflections. Students use a field note/internship template (aligned to a rubric)
to complete their reflections. For example, they must identify the specific student learning objectives for
each lesson they observe or teach. They must specify which learning domain the learning objectives
represent (affective, cognitive or psycho-motor); they must identify or develop formative and summative
assessments to determine if students have mastered the learning objectives, and they must gather and
interpret assessment information. They must substantiate what they are observing and/or doing in the field
by citing current research theory to explain what they see, or what they are doing, and they must be able to
back up their pedagogical and instructional choices with current and appropriate research.

b) Field experiences, student teaching and practica must be accompanied by coursework or seminars and
supervised by one or more faculty who participate actively in the program and in program development,
and who have training and skills in supervision and the expertise to provide supervision related to
content and pedagogy. Full-time faculty shall participate in supervising students during their student-
teaching or practica experiences. How are the coursework and seminar designed to support teaching
candidates during their field experiences and student teaching placements?

ISSL courses and the internships are designed to provide graduate students with the attitudes,
knowledge and competencies to

e establish goals and learning objectives appropriate to the setting and the students
served
articulate measurable and observable learning objectives

design formative assessments to help learners attain the learning objectives
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e gather and interpret formative assessment information to shape current or subsequent
instruction

e use formative assessment to document evidence of practice

teach PreK-12 students information literacy skills

demonstrate knowledge of literature and current trends in school library practice and

information technology

create an environment of respect and appreciation

establish a culture for inquiry and exploration

manage student behavior

provide equitable access to information and resources

assist students and teachers in the use of technology in the library/media center

collaborate with teachers in the design of instructional units and lessons

develop a plan to evaluate the school library program

demonstrate professionalism

eee e eee e

c) How frequently will the student teacher be observed by the IHE faculty supervisor?

ISSL students are observed four times during their 100-hour field experiences and two times during
their internships. This ensures that students are provided guidance and support early on in the
program to be successful as information professionals. It also identifies candidates who may not be
suitable for the profession.

d)_ If THE faculty observations include a voice-over-internet protocol service and/or electronic video
observations, please state the number of face-to-face classroom-based observations and electronic
observations. Include a description of technological resources at the IHE and P-12 school district levels
and preparation/training of faculty, cooperating teachers and candidates to successfully implement an
electronic candidate assessment model. Describe the responsibilities of institutional faculty and
cooperating teachers in the observation, supervision and assessment of candidates’ field experiences and
student teaching.

Electronic Video Observations: Faculty observations take place using Skype and with increasing
frequency FaceTime. Now that smartphones have become technologically superior to handheld
cameras, graduate students are using their smartphones or iPads to record their lessons and use video
compression software making it easy to share and store video files.

Responsibilities of Institutional Faculty in Observing and Assessing Candidates Field Experiences and
Student Teaching:
Faculty observe and assess students field and internship placements using the 2017 AASL’s National

Library Standards (http://standards.aasl.org/school-librarians/ ), Danielson’s Framework for School

Media Specialists

(http://www.wwps.org/images/departments/personnel/Evaluation Process/Library Media_Framewor
k.pdf ) and Danielson’s Teacher Effectiveness Rubric (http://schools.nyc.gov/NR/rdonlyres/8A4A25F0-
BCEE-4484-9311-B5BB7A51D7F1/0/TeacherEffectivenessProgram1314Rubric201308142.pdf ).

Faculty share the results of their assessments with students and ask the students to reflect upon what
they thought went well, what could have been improved, and inquire about any assistance/support the
student might need or wish to pursue.

Cooperating Teachers in Observing and Assessing Candidates Field Experiences and Student
Teaching:

ISSL internship coordinator reaches out to inservice school librarians by telephone (or
Facetime/Skype) and introduces herself and the intern who will be working in the school. Graduate
students review the New York State Report Card to identify specific areas that the school might

benefit from additional instructional support. Graduate students then meet with the inservice school
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librarian and/or teacher to identify a curriculum area in need of instructional support, development
and/or enhancement and set up and agree to a schedule.

An instructional unit is identified. It must be something that is on the teacher’s (or school librarian’s)
calendar for that semester. The graduate student is there to assist and learn from the mentor. The
graduate student observes and gets to know the students (often through a variety of formative pre-
assessment activities), consults with the school librarian and oftentimes a classroom teacher, and then
creates and delivers at least 3-5 consecutive lessons over the course of a semester.

The graduate student informs the mentor(s) that s/he will need to videotape short instructional
segments to provide evidence of his/her instructional performance. Permission slips are obtained (as
provided by NYSED) and the graduate student follows the necessary protocols to ensure alignment
with state certification requirements and district policies. Mentor and district support is needed, and
the video requirement is typically discussed with the mentor when the internship coordinator sets up
the graduate students’ placement.

The learning segment is customized by the graduate student, to meet the learning needs of all students
in the class. The graduate student identifies the learning goal and outlines specific learning objectives
aligned to local, state and national learning standards using pre-assessments to determine what
students know about the topic before designing instruction. As the graduate student refines the
learning objectives s/he will check with the school librarian and teacher for advice and guidance. S/he
will also design and implement multiple formative assessment instruments targeting affective,
cognitive and psycho-motor learning objectives to determine the PreK-12 students’ level of attainment
for each of the learning objectives identified in the learning segment s/he plans to teach. Typically, the
graduate student designs and implements several classroom and online activities that take place
before, during and after the actual learning segment. This allows the graduate student to conduct pre-
and post assessments. The pre-assessments are used to inform instruction, and formative assessments
conducted during instruction help the graduate student ensure students are successfully mastering the
learning objective. Formative assessment also helps the graduate student improve his/her own practice
while learning is taking place. The post-assessment (summative) documents evidence of the PreK-12
students’ level of attainment of the learning objectives and provides evidence of what the students
learned, or didn’t learn. The graduate student keeps track of all of the lessons that s/he has taught, and
in his/her monthly reflection reflects upon his/her learning. The reflections are shared with ISSL
faculty. Throughout the process the graduate student engages in dialogue with the mentor, and in the
best of all worlds a collaborative learning partnership develops.

ISSL faculty observes graduate students, via FaceTime or Skype, early on in the process during the
first or second lesson with Prek-12 students, and then at the end when typically, a culminating learning
activity occurs. After viewing the lessons, ISSL faculty using the aforementioned teaching evaluation
rubrics evaluates the candidate. A follow-up meeting is scheduled with ISSL faculty member and
student to review the outcomes of the teaching evaluation.

ISSL faculty schedules a culminating meeting at the end of the field experience/internship with the
mentor oftentimes with the classroom teacher as well to discuss the candidate’s areas of strength and
weaknesses. Such feedback is used not only for the particular candidate but also to help to shape and
strengthen ISSL as well.

e) Field experiences, student teaching and practica must provide candidates with experiences in a variety of
communities and across the range of student developmental levels of the certificate, experiences
practicing skills for interacting with parents or caregivers, experiences in high need schools, and
experiences with each of the following student populations: socioeconomically disadvantaged students,

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students who are English language learners, and students with disabilities. How does the institution
arrange candidates’ field experiences to meet these requirements?

Working with BOCES School Library System Directors and New York City School Library
Coordinators the Internship Coordinator ensures that all graduate students are placed in a variety of
learning communities across a wide range of student developmental levels in high need schools in
urban, suburban and rural areas. At least one half of the graduate students’ field placement hours and
internship hours are conducted in high needs schools.

VY. LEADERSHIP EXPERIENCES (Educational Leadership Programs only)

a) Programs must ensure that leadership experiences are in districts serving students at different developmental
levels and with a variety of characteristics and socioeconomic backgrounds. How does the institution arrange
candidates’ leadership experiences to meet these requirements?

b) Leadership experiences must be carefully selected and planned by program faculty in collaboration with
school leaders, with learning outcomes specified that are connected to program competencies and with the
achievement of those outcomes regularly evaluated by program faculty.

1. Describe how the institution selected and planned the leadership experience ensuring the collaboration
between program faculty and supervising school district leaders.

2. How frequently will the educational leadership candidate meet with the IHE faculty supervisor?

c) If THE faculty observations include a voice-over-internet protocol service and/or electronic video
observations, please state the number of face-to-face classroom-based observations and electronic
observations. Include a description of technological resources at the IHE and P-12 school district levels and
preparation/training of faculty, cooperating teachers and candidates to successfully implement an electronic
candidate assessment model.

d) Leadership experiences must be supervised by certified school leaders and by program faculty who have
preparation and expertise in supervision related to educational leadership. Describe the responsibilities of
institutional faculty and supervising educational leaders in the observation, supervision and assessment of
candidates’ educational leadership experiences.

VI. OUTCOMES AND ASSESSMENT

a) Distance learning programs are expected to produce the same learning outcomes as comparable classroom-
based programs. How are these learning outcomes identified — in terms of knowledge, skills, or credentials —
in course and program materials?

AILISSL faculty are required to specify on their syllabi how the course content aligns to Departmental
Programmatic Learning Goals. All Department of Information Science faculty are required to complete a
Student Learning Outcomes Assessment Review (SLOAR) for each course they teach every semester (see:
https://go0.g1/forms/lir8LP pfHWCNjiCq2 ). SLOARs summarize students’ attainment of specified
learning objectives for that particular course. A department level SLOAR report is compiled every two
years to determine gaps or redundancies in curriculum content. ISSL faculty review the findings of the
report and make changes to curriculum and course content based on the findings.

b) Describe how the means chosen for assessing student learning in this program are appropriate to the content,
learning design, technologies, and characteristics of the learners.

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ISSL uses a performance based assessment based on the Danielson’s framework for school media specialists and
the American Association of School Librarians’ National School Library Standards
(http://standards.aasl.org/school-librarians/ ) to assess students’ learning throughout the program.

VII. PROGRAM EVALUATION

a) What process is in place to monitor and evaluate the effectiveness of this particular distance education
program on a regular basis?

Whether a course is face-to-face or online there are similar methods to evaluate program effectiveness:
they include: Student Course Comments allow all, including online students in this program, to assess their
academic experience. Other assessments include yearly review of student learning outcomes and regular
review by accrediting agencies such as the American Library Association (ALA). The periodic assessment
and length of assessment cycle is the same for the currently registered program and the distance education
program.

There are other ways to monitor and evaluate the effectiveness of ISSL on a regular basis. One way is to
look at how our students perform on state certification exams. Another way is to determine how many of
our students are gainfully employed after they graduate. We perform well on both outcome measures. The
majority of our students are employed during, or shortly after they graduate and many find themselves
with multiple job offers. However, more telling is the number of our graduates who are now in leadership
positions in professional organizations.

In addition to the biannual SLOA&R Report, every two years the Department of Information Science
conducts a survey asking alums, school library media practitioners and district administrators to
participate. The goal is to determine whether our graduates are employed as information professionals;
whether our graduates feel they are adequately prepared, whether employees feel our graduates are
adequately prepared, and whether ISSL curriculum represents the core values of the profession. In
addition, we ask respondents to share with us what attitudes, skills and competencies they would like our
graduates to possess. Such feedback has been extremely helpful in helping us to shape our program, keep
curriculum current, and grow school librarians who are information professionals, teachers and leaders in
the field of school librarianship.

b) How will the evaluation results will be used for continuous program improvement?

Evaluation results are used to make changes and modify the curriculum. At UAlbany we want to continue
to graduate students who are leaders in the field of school librarianship.

c) How will the evaluation process assure that the program results in learning outcomes are appropriate to the
rigor and breadth of the college degree or certificate awarded?

As is evident from the statements above we are committed to ongoing systematic feedback from a wide
variety educational stakeholders to ensure that we continue to educate high quality information

professionals.

VIII. STUDENTS RESIDING OUTSIDE NEW YORK STATE

SUNY programs must comply with all "authorization to operate" regulations that are in place in other U.S. states
where the institution has enrolled students or is otherwise active, based on each state’s definitions.

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a) What processes are in place to monitor the U.S. state of residency of students enrolled in any distance
education course in this program while residing in their home state?

Each semester, the Office of Institutional Effectiveness runs enrollment counts of students who are fully

online and residing outside of New York State.

b) Federal regulations require institutions delivering courses by distance education to provide students or
prospective students with contact information for filing complaints with the state approval or licensing entity
in the student’s state of residency and any other relevant state official or agency that would appropriately
handle a student's complaint. What is the URL on your institution’s website where contact information for
filing complaints for students in this program is posted?

https://www.albany.edu/graduatebulletin/requirements student _complaints.htm

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