Portfolio Assessment Requirement
- This quarter's portfolio schedule
- Portfolio Requirements
- Major Paper FAQ
- Portfolio Technology Information
Advancement to Candidacy Petitions due
Portfolio Due Date
Date of Portfolio Presentations - portfolio dates and times are assigned and specific dates/times cannot be requested
12 October 2012
4 May 2012
12 October 2012
16 November 2012
|Winter 2013||18 January 2013||2 November 2012||13 January 2013||22 February 2013|
|Spring 2013||12 April 2013||8 February 2013||12 April 2013||2, 3, 9, 10, 16, 17 and 31 May 2013|
|Summer 2013||5 July 2013||N/A||N/A||Presentations either in the preceding Spring Quarter or the following Fall Quarter|
|Fall 2013||11 October 2013||3 May 2013||11 October 2013||TBA|
The dates noted above are the portfolio presentation dates through Academic Year 2012-13. Please note these dates on your calendars, in order to help with the scheduling process.
The following are index links to sections on this page:
- GOAL OF THE PORTFOLIO
- PORTFOLIO PREPARATION
- PROFESSIONAL DEVELOPMENT COURSE
- PORTFOLIO COMPONENTS
- PORTFOLIO SUBMISSION
- PORTFOLIO PRESENTATION
- PORTFOLIO EVALUATION
The portfolio preparation and presentation is to be a culminating experience for the years in the MLIS program, comparable to a comprehensive examination or thesis. The portfolio is to be a presentation of its author's professional self as developed in the MLIS program. The student submits the recorded form of the portfolio in advance, and then gives an in-person presentation to a panel of three. Students wishing to write a thesis should consult with their advisors to make appropriate arrangements. The portfolio assessment is required for those not writing a thesis.
One goal of the portfolio assessment is to determine whether the student has been able to identify a significant issue in the field and has shown the ability to articulate that issue and advocate for change, innovation, or a creative extension of a given service. The issue should be placed within its appropriate social, ethical, institutional and professional context. It is expected that students will cite relevant literature and will be able to answer questions about how their issue is now being dealt with in the field and how their ideas might be implemented. In their statement, students should discuss who the major actors and stakeholders would be; they should also consider what role professional organizations, institutions, or government might play in realizing the changes that they are advocating. Finally, students should be conversant with the ethical considerations that directly affect implementation of the ideas they are espousing.
A second goal of the portfolio is for the student to demonstrate leadership by suggesting ways that s/he would attempt to implement innovations or improvements to existing practices or services. By "leadership" we do not mean that the student will necessarily become the president of an organization or professional society. Instead, we mean that the student has taken the initiative to define an agenda for the field. To this end, the student will (with the assistance of faculty, other students, and the student's growing professional network) articulate a new issue for the field by writing and speaking about it. Articulating a new issue is valuable for several reasons. It provides students with a structure for: identifying their interests, thinking about their career directions, becoming involved in the intellectual life of the department and the field, building their professional networks developing professional identities, and beginning or strengthening their involvement in professional activities and continuing education.
A third goal of the portfolio is to challenge students to reflect on their career goals and to present a selection of their best work in a polished, professional format. In the best portfolios, students are able to express their unique voice and demonstrate their learning and growth during the MLIS program. This culminating exercise is also preparation for presenting professional dossiers or portfolios which are required by many employers at the time of application or for promotional reviews.
ROLE OF THE ADVISOR
As the portfolio should demonstrate the growth and reflection of the student during the MLIS program, it is highly advisable to anticipate this project from as early as possible in the program. The student should discuss potential issues with his/her advisor, with other faculty, and with an ever-widening circle of other professionals in the student's network. In particular, to promote such discussions, the student is required to provide his or her advisor and the Student Affairs Officer with a 50-word draft of an issue at the end of the student's first year in the program. In this process, the advisor should be an important source of information and mentoring. If the advisory relationship is not fulfilling this need, the student should consult with other faculty and/or change advisors. The student should show the portfolio in advance to the advisor, in order to get any needed feedback.
The Professional Development course (IS 400) is designed to help students articulate their new issues. It is not a required course, but it will be offered each year for those students who wish to take it. Whether or not students enroll in IS 400, they should schedule regular meetings with their advisor as they develop their initial statement and their ten-page issue paper.
The portfolio should be assembled on paper, printed double-sided and bound (any type of binding). In organizing the portfolio, students should consider the principles of user-centered design. The table of contents must be complete, with titles and page numbers of all papers. Students should consider designing an effective layout by using blank pages, dividers, and tabs as appropriate. All portfolios must be small enough to fit into a 4.25”x20” durable, padded mailer.
If material in digital form (e.g., a website or database created by the student as part of a course) is referenced in the printed portfolio, students should include the URL where that material can be found on the Web.
The portfolio should contain the following elements:
1. A 50-word summary of the issue and a 10 page issue paper. (This summary, along with the student's name and e-mail address, should also be sent to the Student Affairs Officer by electronic mail so that it can be included in public representations of the work of the graduating class.) This short statement should precede the ten-page paper explaining a significant issue to a professional audience. The paper might include: a statement of the issue and its importance, major changes in the world that make it important now, the effect it may have on the work and reasoning of professionals in the future, new opportunities for service this issue brings to the field, which specific professionals are already doing relevant work and what knowledge they have gained as a result, and an agenda for future conferences and/or other professional activities.
2. A statement outlining the student’s career goals and future activities in the profession, including the kind of continuing education that might enhance the student’s knowledge in the career path that he or she has chosen. This statement should be at least 1,000 to 1,200 words and should demonstrate the student’s ability to integrate learning from the classroom and the field as well as demonstrating knowledge of, and involvement in, one or two key professional associations in the area of concentration.
3. Examples of work:
* One or more examples of work from a core course
* One or more examples of work from an elective course in the area of specialization (not the major paper or thesis)
* The major paper. The major paper requirement is met by completing a major paper in an elective course. The course must be taught by a member of the GSE&IS ladder faculty, and must count for at least 40% of the course grade. A letter grade of B or better must be earned in this course. Normally the paper will be in the student’s area of specialization. Students may NOT use the same course to satisfy both the major paper and the research methods requirement. See the Major Paper FAQ for more information.
4. A list of courses taken or in progress (both number and name).
5. A record of the student's advising history. This should not be limited to one or two sentences merely stating that name(s) of the advisor(s) and the number of meetings during the program.
6. A professional curriculum vitae.
7. Any other supporting documentation that the student wishes to present. Because panelists will be reading numerous portfolios, students are encouraged to add additional materials sparingly. Students should consult with their advisor if they wish to submit additional materials and should only select items that represent their best work.
Students wishing to present their portfolio must meet the following requirements:
* All prerequisites for the program completed.
* One year of academic residency completed.
* Must be in good academic standing, i.e., minimum cumulative GPA = 3.0.
* During the quarter of the portfolio submission, must have finished or be in the process of taking the core classes and the research methods requirement.
* All incompletes completed.
Three copies of the portfolio are due to the Administrative Assistant of the Faculty by Friday of the second week of the term in which the portfolio is to be presented.
SCHEDULING AND LOGISTICS
Portfolio presentations may be made at designated times in the Fall, Winter, and Spring quarters only. Students normally make presentations in their final quarter in the program.
Students must submit a completed Declaration of Intent to Present the Portfolio Form to Student Services (207 GSEIS Bldg.) no later than the fifth week of the quarter BEFORE the one in which they intend to present, so that the appropriate review panels can be scheduled. The declaration form must be signed by the faculty advisor and a draft of the student’s 10-page issue statement should be presented to the advisor when the signature is requested.
The Department sets dates for portfolio presentations in advance of the academic year. These may range over several weeks from the middle to the end of the quarter. Oral portfolio presentations are normally scheduled for the first or second Friday of November in the Fall Quarter and the second or third Friday of February in the Winter Quarter. Because of the larger number of portfolios scheduled during the Spring Quarter, students intending to present during that term should block out all Thursdays and Fridays in May until their scheduled time has been set.
Portfolio copies are given in advance to the members of the review panel. The Department assembles review panels consisting of two IS faculty members and one practitioner from the field. The practitioner must have a MLIS or equivalent level of education and experience, to be determined by the faculty.
The presentations are open to other Information Studies students who must sign up in advance for the panels that they wish to attend. Each portfolio presentation is scheduled for a total of 30 minutes. The first 15 minutes are for the presentation to the panel, and the final 15 minutes are for discussion. It is the obligation of the student to limit the presentation to the allotted time. Up to five presentations will be scheduled in blocks, typically with the same panel of reviewers participating in several presentations in a row. After each block, the panel discusses all of the presentations in camera.
Students who are presenting their portfolios within a particular block and those attending the presentations are expected to remain in the presentation room for the entire session. Drinks are allowed, but no food may be brought into the presentation room or consumed during the session. No computers are allowed other than those needed for the presentations, and all cell phones and other electronic devices must be turned off during the entire session. All of these regulations apply to both students and reviewers. Only the panelists and the presenter will engage in discussion during the question-and-answer period.
The presentation should be a polished account of the student's issue and the student should prepare as if for a job interview. The presentation may take the form of a PowerPoint presentation, but other modes of presentation are welcome as well. The review panel will question the student mainly about his/her chosen issue, but might also commence a general constructive discussion of the student's career plans or ask questions about work included in the portfolio.
Regarding technical support for presentations, technology is installed in Rooms 111, 121, and 245 for student presentations. For information and policies contact the Educational Technology Unit at firstname.lastname@example.org or (310) 825-8365 once your presentation date has been assigned.
The members of the review panels evaluate the portfolio and presentation based on the following criteria:
* how well students have been able to articulate and advocate for the issues they have chosen
* how knowledgeable they are in the area they have designated as their concentration
* how well they have been able to demonstrate a synthesis of learning from coursework, work experience and/or internship(s)
* how well they are able to respond to questions regarding sensitive topics such as ethical issues and service to diverse populations.
The panel will assign one of two grades: Pass or Fail. Following the last portfolio presentation of each block, panel members will prepare a written evaluation on the performance of each student. For those who do not pass, the panel must clearly specify what aspects of the written work and/or oral presentation need to be corrected.
All students will receive a copy of the completed evaluation form in a sealed envelope placed in their folder in the student commons on the day of the presentation. The original evaluation form with the signatures of the panel members will be submitted to the Graduate Advisor; in the case of students who did not pass, a copy of the form will also be given to the student’s advisor and to the Chair of PPC. The Department will officially notify the student in writing within two weeks of the portfolio presentation.
Students whose presentations are especially meritorious (designated as “Showcase”) may be invited to repeat their presentations at a public event that the department organizes for its alumni, industry associates, and others. Students who do not pass must correct the problems indicated by the members of their review panel and make a successful portfolio presentation in order to graduate. Copies of the Showcase portfolios will be made available for consultation in the MIT lab.
Students who do not pass must correct the problems indicated by the members of their review panel and make a successful portfolio presentation in order to graduate. For students who do not pass, if the sources of failure are modest, the panel will recommended revisions and will suggest that the student present again during the same quarter. Students in this situation should be sure that they understand what is expected of them, and should work with their advisor on the revisions designated by the panel. Make-up panels will be held at the end of the quarter on a date following all of the scheduled presentations. Students presenting again in the same quarter will not present to the same members of the panel to whom they presented earlier in the term.
In instances where the review panel has determined that the written work is not up to a professional standard, the panel may decide that the student does not need to do a second oral presentation, but must complete a modest amount of additional written work for the portfolio to be passed. In such cases, the written evaluation from the panel should make clear what the student needs to do make the portfolio acceptable and a deadline for completion should be set. The members of the student’s review panel will then determine whether the work has been completed in a satisfactory way. In some cases the chair of the panel may be delegated to review the additional work and, once such work has been satisfactorily completed, the panel chair will sign the evaluation form, which will then be submitted to the Graduate Advisor.
If the sources of failure are major, or if a student with modest problems wishes to work beyond the end of the current quarter to revise the portfolio, then the student must enroll in the next quarter or pay a filing fee and present the portfolio again in the normal scheduled time period for presentations during that quarter. The student must present again within one year of his or her advancement to candidacy, but preferably during the following quarter. A student who is not enrolled and has not requested a leave of absence is considered to have withdrawn from the program. Anyone who wishes to present after having withdrawn from the program will have to apply for readmission to the department; if more than than two years have elapsed, the student may be required to do additional coursework at the time of readmission.
In the rare event that a student fails to pass the portfolio requirement a second time, the executive committee of PPC will review that student’s entire transcript as well as the portfolio and will consider how the student might remedy the problems that led to a second failure. Additional written work may be required or the committee may suggest that the student be disqualified (see below).
The decision as to whether to recommend to the Graduate Division that a student be disqualified will be made by the Executive Committee of the PROFESSIONAL PROGRAMS COMMITTEE, based on the advice of the student’s faculty advisor AS WELL AS THE REVIEW OF THE STUDENT’S WORK.
The chair of the Department will notify the student, in writing, of the decision THAT THE STUDENT BE DISQUALIFIED, together with the reasons for it. The student may appeal by submitting, within 30 days of notification, a petition to the faculty Executive Committee that identifies reasons for reconsidering the decision. If the faculty is willing, a review committee will be set up consisting of the faculty advisor, the chair of the Department or his/her designated replacement, and a third faculty person from within the department of Information Studies nominated by the chair and the advisor. Based on the advice of that review committee, the Executive Committee of the faculty will then reconsider its decision within 45 days of receipt of the student’s petition. The Chair will then notify, in writing, the student and the Graduate Division of the final decision of the Department, and, if disqualification is recommended, the effective date of it.
How was I supposed to know I had to have a major paper in my portfolio?
Students are told when they enter the program that they need to have a major paper, and this information is in the handbook.
How do I know which courses have papers that count?
We announce this at the SGB sponsored brown bag sessions where faculty talk about courses, and discuss assignments--such as a major paper, or other kind of project such as a website or report] that counts for 40% of the grade.
How do I know which faculty can supervise a major paper?
Major papers are to be completed with "ladder faculty". Students should check with their advisers if they have questions about meeting the requirements.
Those professors who are "ladder faculty" include:
Stuart Biegel; Jean-François Blanchette; Christine Borgman; Michelle Caswell; Johanna Drucker; Jonathan Furner; Anne Gilliland; Robert Hayes; Chris Kelty; Greg Leazer; Leah Lievrouw; Beverly Lynch; Mary Niles Maack; Ellen J. Pearlstein, John Richardson; Ramesh Srinivasan. Emeriti faculty members who have recently taught or are teaching now are included in the list above.
Other faculty on the IS website are clearly labeled as adjunct professors; you will also find a few emeritae faculty who have not taught in the program for several years.
What can I do if I can not find any courses requiring a major paper or I did not take any courses requiring a major paper?
Students can take the IS 596 Independent Study course in order to write a paper that will satisfy the major paper requirement. Faculty are prepared to consider such independent study requests. However, you should plan to take an independent study course well before the beginning of a new term and you should not approach faculty about enrolling at the last minute.
It is a good idea to think about a course paper that could be developed into a major paper. Ask the professor who taught the course about enrolling for an IS 596 Independent Study (for either 2 or 4 units) to do further research on the topic. Alternatively, you can pick an area that is listed as a research interest for a given faculty member and approach that professor about supervising an independent study. Faculty members are much more likely to welcome an independent study proposal from you if you have done your homework and can send them a preliminary proposal for their considerations.