ERIC EJ1090750: End of Program Assessments and Their Association with Early Career Success in LIS

2016·0.41 MB·English

by  ERIC

End of Program Assessments and their Association
with Early Career Success in LIS
Susan Rathbun-Grubb
School of Library and Information Science, University of South Carolina,
Email: [email protected]
Analyses of North American LIS program alumni survey data indicate that the comple-
tion of any end of program assessment (EPA) or capstone is associated with certain
early-career success measures. Using data collected in the Workforce Issues in Library
and Information Science 2 project (WILIS 2), we examined the type of EPAs (intern-
ships, portfolios, theses, etc.) completed by students and assessed whether there are
relationships between their completion and the following outcomes: length of time to
secure employment after graduation, acquisition of managerial or leadership roles, job/
career satisfaction, and participation in professional and leadership activities. We also
assessed the graduates’ attitudes about whether these experiences were a beneficial
part of their career preparation. These results should be of interest to faculty curriculum
developers and program administrators in LIS programs worldwide, since they provide
insight into the relative merits of EPAs and are based on aggregate data from 39 pro-
grams and over 3,000 graduates.
Keywords: LIS internships, student portfolios, end of program assessments, pre-employ-
ment experiences, career satisfaction, career success
Introduction characteristics of the preceding, fre-
quently called capstones among US and
In this article we argue that students Canadian LIS educators.
who complete end of program assess-
ments (EPAs) in North American library Educational programs make significant
and information science (LIS) programs investments of time and human resources
are more likely to experience certain posi- in the development of competencies and
tive early career outcomes after graduation the design of EPAs that can help students
than those who do not complete EPAs. achieve program objectives, develop job
EPAs are culminating courses, projects, skills and knowledge, and help the pro-
or events that can help educators assess gram measure student and institutional
whether students have met program or de- success. These investments lead to claims
gree objectives beyond the course-hour re- and assumptions, frequently anecdotal
quirements. For the purpose of this paper, or based on the findings of one program,
EPAs are defined as: about the relative merits of a particular
EPA. The findings from this study should
• internships be of interest to curriculum developers and
• program portfolios program administrators in LIS programs
• independent studies worldwide, since they provide insight into
• comprehensive examinations the relative merits of EPAs and are based
• master’s papers or theses, and on aggregate data from 39 North Ameri-
• other significant projects that share can LIS programs. The statistical associa-
J. of Education for Library and Information Science, Vol. 57, No. 1—(Winter) January 2016
ISSN: 0748-5786 © 2016 Association for Library and Information Science Education 43
doi:10.12783/issn.2328-2967/57/1/4
44 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE
tion of EPA completion and early career efits derived from participants on all sides
success measures we demonstrate in this (Bird & Crumpton, 2014; Pacios, 2013;
research will help to convince students and Yelinek & Coffta, 2013). Unfortunately
faculty to prioritize end of program assess- most of the literature provides the perspec-
ments when planning programs of study. tive from individual programs and small
cohorts of student participants (Asher &
Background Alexander, 2006; Ball, 2008; Dalton &
Oehlerts, 2006; C. D. Lewis, 2006; Mark,
EPAs exist in a variety of disciplines 2005; Quarton, 2002) or suggests best
and forms across undergraduate, graduate, practices for managing these capstones
and certificate programs. Depending on the (Bastian, 2002; McGurr & Damasco,
degree and discipline, the EPA is designed 2010; Medaille, 2011; Scherrer, 2010;
to increase the student’s “soft skills” and Williams, 2011). Research rarely reports
“employability” (Thomas, Wong, & Li, on the efficacy of the internship as an EPA
2014). While much has been discussed or student opinions on its value across pro-
about their potential benefits, (see Burke grams or on a large scale. Follow-up stud-
and Snead’s (2014) extensive literature re- ies of the impact of internships on career
view of the advantages and disadvantages success (e.g., Gariepy, 2012) infrequently
of each type as gauges for whether stu- show up in the literature.
dents meet overall program objectives and
learning outcomes), little is known about Portfolios
measureable associations between the LIS
EPA and subsequent career success across Portfolios have been shown to be use-
the field. ful reflective tools to help students in
Burke and Snead (2014) researched professional degree programs and other
faculty perceptions of EPAs in LIS mas- disciplines process their program experi-
ter’s programs and note that “some EPAs ences and provide evidence of achievement
may assess students’ knowledge and abili- (Kajfez et al., 2013; Trevitt, Macduff, &
ties more directly than others and there is Steed, 2014; Wakimoto & Lewis, 2014).
a wide range of opinions among LIS fac- Electronic or e-portfolios are particularly
ulty on the use and value of these assess- useful assessment tools for online degree
ments” (p. 26). The authors find that most programs and reports of individual pro-
LIS programs require one or more EPAs gram experiences and suggested best prac-
and conclude that if constrained to select tices are plentiful (A. Lewis & Strampel,
only one EPA, full professors prefer port- 2014; Lim & Lee, 2014; Shepherd & Bol-
folios while other faculty prefer research liger, 2014; Tyler & Hoban, 2013).
or fieldwork EPAs. Ideally, however, mul- LIS programs that train school librar-
tiple EPA options would allow students to ians claim success using portfolios and e-
select the capstone experience that suits portfolios as EPAs (Jones, Downs, & Rep-
their academic and career goals. Addition- man, 2012; Keller, 2013), but few studies
ally, the faculty surveyed express concerns exist that show the usefulness of portfolios
about the impact that EPAs have on their for other types of librarians and informa-
grading workload and whether EPAs are tion professionals.
truly serving their intended purpose.
Independent Studies, Comprehensive
Internships Exams, Master’s Theses, and Other EPAs
Much has been written about the need Deutsch, Nicholson, and the Associa-
in LIS programs for practical experience tion for Institutional Research (2006) de-
through internships, along with the ben- scribe how the use of traditional EPAs in
End of Program Assessments and their Association with Early Career Success in LIS 45
master’s degree programs is waning across 4. Is the completion of a particular EPA
the disciplines, perhaps as a result of the during the LIS program associated
professionalization of these programs with positive early career outcomes?
or changing models of higher education.
Comprehensive exams and theses are rap- Methods
idly being replaced by portfolios and other
capstone projects that some argue are To answer these questions, we ana-
“more reliable, realistic tools for measur- lyzed a subset of data from the Workforce
ing what a student has learned during an Issues in Library and Information Sci-
extended period” (Deutsch et al., p. 9). ence 2 Project (WILIS2). WILIS2 was a
These programmatic changes in higher survey of alumni of 39 LIS programs in
education are not without consequence. North America conducted in 2009–2010.
Tysick and Babb’s (2006) case study at The WILIS2 project team collaborated
the University at Buffalo recognizes that with LIS programs to design a survey
librarians who are not trained in schol- that could be used with recent graduates
arly research and publication during their to gather data on program evaluation, ca-
master’s program via independent study reer preparation and progression, levels of
or thesis preparation struggle in posi- professional engagement, job and career
tions where scholarship and production satisfaction, professional aspirations, and
of original research are required. Ivins continuing education (see Marshall et al.,
(2014) wisely recommends that graduates 2010). Researchers asked the programs
“leverag[e] the research and writing effort to provide contact information for a ran-
exerted while studying for the master’s dom sample of up to 250 of their gradu-
degree” so that as new professionals they ates from the most recent five years; vari-
“can quickly build a strong foundation for ability in alumni tracking practices and
their early-career publications” (p. 1). LIS program needs resulted in a sample
of over 9,000 graduates from the years
Research Questions 2000–2009. The overall response rate to
the survey was 40.5% (n = 3,507), with
This research seeks to answer the fol- individual program response rates ranging
lowing questions: from 20% to 80%. Although individual
LIS programs track and analyze the career
1. What EPAs have recent graduates progression of alumni on a variable basis,
completed (required and voluntary)? the recently archived and publicly avail-
2. How beneficial do graduates rate the able WILIS2 data in aggregate provide
EPAs? researchers with a unique opportunity to
examine LIS careers with a wider lens and
3. For each type of EPA completed, how
test the viability of the dataset for second-
do graduates measure in terms of the
ary analyses.
following early-career outcome vari-
The complete WILIS2 survey con-
ables:
tained 7 sections of questions and 468
• length of time to secure employment
variables. To explore the potential rela-
after graduation
tionships between completing one or more
• acquisition of managerial or leader-
EPAs and the experience of positive early
ship roles
career outcomes, it was essential to focus
• level of professional activity and primarily on the questions and variables
engagement in leadership activi- measuring these phenomena. The salient
ties (e.g., presenting at conferences, questions about EPAs include the type of
mentoring others, etc.) capstone(s) completed, whether it was a
• level of job/career satisfaction program requirement, and the graduate’s
46 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE
perception of the benefits of completion. younger than the average ALA member
Answers to questions about the following (54% are 35 years old or younger), they
factors provide data for the measurement are predominantly female (78%) and
of early career success: the length of time White (87%). The survey reached Cana-
to secure employment post-program, the dian LIS program alumni and workers, but
acquisition of managerial roles, the extent United States citizens represent the major-
of participation in professional and lead- ity of respondents (83%). 93% are current-
ership activities, and the level of job and ly employed, 5% are seeking employment,
career satisfaction. and 3% are not working for pay but are
The analysis for this paper was con- engaged in other activities such as educa-
ducted on a subset of the archived WILIS2 tion, volunteering, or caregiving. Respon-
data (Marshall & Morgan, 2012) using dents are working in a variety of library
SPSS and manual coding of textual re- and non-library settings: academic librar-
sponses. The subset consists of graduates ies (25%), public libraries (24%), school
who earned their LIS master’s degree be- libraries (16%), special libraries (10%),
tween 2003 and 2009 and completed at archives and museums (4%), non-library
least 93% of the survey to ensure their workplace (20%), and self-employed
completion of all outcome variables (n = (1%). 18% of graduates completed all or
3,226). most (more than half) of their courses on-
line.
Limitations
Early Career Outcomes
This research analyzes data from a
broadly focused alumni survey of North Overall, early career outcome variables
American programs only. The analysis trend positively. Most respondents got a
was completed with the recognition that job within 3 months of their first applica-
the research questions were exploratory tion (68%) or by 3 months after graduation
in nature and that future research must (75%). Less than half (39%) have supervi-
be conducted that directly addresses the sory or managerial roles; however, those
impact of EPAs on early career success. who have these positions manage students
There may be intervening factors that or temporary employees (48%), volun-
could account for differences in early ca- teers (36%), paraprofessionals (38%), and
reer outcomes that were either not captured professionals (14%).
by the survey or selected for analysis here. Respondents were asked to select
For example, geographic location and mo- which of 19 different types of profes-
bility of graduates were not collected, and sional and leadership activities they have
individual programs are de-identified and participated in since graduation; they also
not used as part of the analysis. It is also indicated which of 9 leadership respon-
noted that graduates will have divergent sibilities they have in their current job. A
impressions and experiences depending summative measure or “rate” of profes-
on the program they attend because of sional activity and leadership was calcu-
individual preferences, as well as key dif- lated from these individual variables and
ferences in the strengths, weaknesses, and the variables indicating different types
administration of LIS programs. of supervisory roles; an individual could
score in the range of 0 to 32. On average,
Results respondents participate in 8.9 professional
and leadership activities (range = 0–29,
Demographics median = 8; SD = 5.3).
88% agree that they are satisfied with
Although these respondents are a bit what they do in their job, and only 13%
End of Program Assessments and their Association with Early Career Success in LIS 47
indicate that they are likely to leave their each variable was analyzed separately in
current employer within a year. 95% “like conjunction with the EPA groups. Only
being a librarian/information profession- associations with statistical significance
al” and 91% are satisfied with LIS as a ca- (p < 0.05) are outlined after each EPA re-
reer. Only 6% plan on leaving LIS work sult summary below and summarized in
in the next year, and 9% plan to leave LIS Table 1. Statistically significant associa-
work within three years. Fewer respon- tions that are unique to one particular type
dents (87%) indicated they would choose of EPA are followed by an asterisk (*).
an LIS career if they “had it to do all over
again,” or encourage others to choose LIS Internship
as a career (84%).
For the 80% of respondents who com-
End of Program Assessments pleted an internship (n = 2581), 46% were
required by their program to complete it,
Depending on their program require- and 67% received academic credit for the
ments and electives, students may com- work experience. Students who take most
plete any number of EPAs, and in differ- or all of their coursework online are less
ent combinations. We will examine these likely to complete an internship. While
combinations later in the paper, but first, 83% of those who take fewer than half of
an overview of individual EPAs in isola- their courses online complete an intern-
tion is essential. Respondents most com- ship, only 68% of the students who take
monly completed the internship (80%); most or all of their courses online com-
respondent completion of other EPAs plete one.
breaks down into the following categories: 88% rated the internship to be very ben-
portfolio (33%), independent study (32%), eficial, and only 1% considered their ex-
comprehensive exam (29%), a master’s perience to be not at all beneficial. In their
thesis/paper (15%), and “other” (8%). 9% open-ended comments, respondents fre-
reported that they completed no EPA. quently praised the internship experience
as “integral” or “the most valuable piece
Association Between Variables and of [their] education,” and several suggest-
Statistical Tests of Significance ed that it should be “mandatory.” Some re-
spondents went on to obtain professional
To determine whether a selected EPA positions in the setting of their internship,
has any relationship to positive early ca- while others became mentors to future
reer outcomes, respondents were grouped interns. Negative comments about the in-
by whether or not they completed that par- ternships were limited to the unfortunate
ticular EPA. We then conducted chi square experience of students who were mistreat-
tests of independence to see if there is an ed or poorly mentored.
association between the completion of the Respondents who complete an intern-
EPA and the other categorical variables ship are significantly more likely than
related to early career success (length those who do not to secure employment
of job search, supervisory role, types of within 3 months of graduation or first ap-
professional and leadership activity, job/ plication, be a member of a professional
career satisfaction). We also conducted association, mentor students, actively par-
independent samples t-tests to determine ticipate in an online professional discus-
whether there is an association between sion group, win a grant, collaborate with
the completion of the EPA and the calcu- other professionals, and attend, organize,
lated rate of professional activity and lead- and present at conferences. They also have
ership. A p-value less than 0.05 indicates higher average rates of participation in
a significant result in each type of test, and professional and leadership activities (9.2
48 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE
Table 1. Summary of Statistically Significant Associations.
Type of End of Program Assessment Early Career Success Measure
Graduates who complete a/n… Are more likely than those who do not to . . .
Internship • Secure employment within 3 months of graduation
(p = 0.000)
• Secure employment within 3 months of first application
(p = 0.023)
• Supervise others: students/temps (p = 0.000), volunteers
(p = 0.002, other professionals (p = 0.000)
• Mentor LIS students (p = 0.000)
• Attend a professional conference (p = 0.005)
• Present a paper or poster at a conference (p = 0.013)
• Regularly participate in an online professional discussion list
(p = 0.005)
• Be a member of a professional association (p = 0.023)
• Organize or volunteer at a professional conference
(p = 0.042)
• Win a competitive grant (p = 0.002)
• Collaborate with other professionals on programs or initia-
tives (p = 0.003)
• Have higher average rates of participation in professional and
leadership activities (9.2 vs. 8.0 activities)
• Say that they would choose an LIS career “all over again”
(p = 0.045)
• Plan on staying in an LIS career in the next three years*
(p = 0.002)
Portfolio/e-portfolio • Secure employment within 3 months of first application
(p = 0.026)
• Supervise others: volunteers (p = 0.000), other professionals
(p = 0.013)
• Conduct strategic (p = 0.000) and financial planning
(p = 0.000)
• Represent their organization to funders* (p = 0.000)
• Be responsible for ongoing professional development
(p = 0.044)
• Regularly participate in an online professional discussion list
(p = 0.036)
• Organize or volunteer at a professional conference
(p = 0.017)
• Be recognized as a leader in practice innovations (p = 0.014)
• Defend intellectual freedom (p = 0.005)
• Have higher average rates of participation in professional and
leadership activities (9.4 vs. 8.8 activities)
• Be satisfied with their job* (p = 0.005)
• Be satisfied with their LIS career* (p = 0.005)
• Like being a librarian or information professional* (p = 0.025)
• Say they would choose an LIS career “all over again”
(p = 0.001)
• Encourage others to choose a career in LIS* (p = 0.000)
(continued)
End of Program Assessments and their Association with Early Career Success in LIS 49
Table 1 (continued). Summary of Statistically Significant Associations.
Type of End of Program Assessment Early Career Success Measure
Graduates who complete a/n… Are more likely than those who do not to . . .
Independent Study • Secure employment within 3 months of graduation
(p = 0.000)
• Supervise others: students/temps (p = 0.006), other profes-
sionals (p = 0.039)
• Participate in strategic planning (p = 0.000)
• Be responsible for ongoing professional development
(p = 0.034)
• Mentor other professionals (p = 0.000)
• Present a paper or poster at a conference (p = 0.000)
• Regularly participate in an online professional discussion list
(p = 0.000)
• Publish an article as sole author (p = 0.004)
• Publish an article as a co-author* (p = 0.002)
• Win a work-related award (p = 0.003)
• Be recognized as a leader in practice innovations (p = 0.001)
• Win a competitive grant (p = 0.001)
• Serve on a committee for a professional organization*
(p = 0.011)
• Conduct a workshop for other professionals or a class for
students in LIS program (p = 0.000)
• Collaborate with community partners on programs or initia-
tives* (p = 0.000)
• Collaborate with other professionals on programs or initia-
tives (p = 0.000)
• Promote community engagement* (p = 0.001)
• Defend intellectual freedom (p = 0.025)
• Help create new information technologies (p = 0.000)
• Have higher average rates of participation in professional and
leadership activities (10.7 vs. 8.2 activities)
Comprehensive Exam • Secure employment within 3 months of graduation
(p = 0.006)
• Supervise others: students/temps (p = 0.000), volunteers
(p = 0.000), paraprofessionals* (p = 0.000)
• Participate in financial planning (p = 0.000)
• Regularly participate in an online professional discussion list
(p = 0.000)
• Win a work-related award (p = 0.001)
• Conduct a workshop for other professionals or a class for
students in LIS program (p = 0.042)
• Collaborate with other professionals on programs or initia-
tives (p = 0.002)
• Have higher average rates of participation in professional and
leadership activities (9.5 vs. 8.8 activities)
(continued)
50 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE
Table 1 (continued). Summary of Statistically Significant Associations.
Type of End of Program Assessment Early Career Success Measure
Graduates who complete a/n… Are more likely than those who do not to . . .
Master’s Paper/Thesis • Secure employment within 3 months of graduation
(p = 0.008)
• Participate in financial (p = 0.002) and strategic planning
(p = 0.008)
• Present a paper or poster at a conference (p = 0.009)
• Publish an article as sole-author (p = 0.003)
• Win a work-related award (p = 0.000)
• Conduct a workshop for other professionals or a class for
students in LIS program (p = 0.032)
• Have higher average rates of participation in professional and
leadership activities (9.7 vs. 8.8 activities)
Other EPAs/Capstones • Secure employment within 3 months of graduation
(p = 0.000)
• Mentor LIS students (p = 0.018) and other professionals
(p = 0.023)
• Be a member of a professional association (p = 0.048)
• Present a paper or poster at a conference (p = 0.005)
• Conduct a workshop for other professionals or a class for
students in LIS program (p = 0.002)
• Help create new information technologies (p = 0.040)
• Have higher average rates of participation in professional and
leadership activities (10.1 vs. 8.9 activities)
Note: Statistically significant associations that are unique to one particular type of EPA are designated with an as-
terisk (*).
vs. 8.0). Former interns are significantly that the “e-portfolio landed me my job,”
more likely to choose an LIS career “all while another assessed that it “allowed a
over again” and to plan on staying in the valuable opportunity for reflection.” Sev-
career in the next three years. eral said that the experience helped them as
an information store during the job appli-
Portfolio or e-portfolio cation and resume writing process. More
often than not, however, respondents who
Of the 33% of respondents who com- were inspired to comment described the
pleted a portfolio (n = 1076), 87% were portfolio in negative terms, such as “point-
required by their program to do so. The less,” or “busy work.” Opinions about the
portfolio requirement may be related to usefulness of sharing the portfolio with
whether the LIS program offers a signifi- potential employers were mixed. One re-
cant portion of coursework online; 41% of spondent related that “my present employ-
the students who take most or all of their ers were impressed with my portfolio. I
courses online complete a portfolio, com- was the only archivist to show up with one
pared to 32% of those who take fewer than from the interview pool.” Another shared
half of their courses online. that “it was not a tool I could use to find
38% rated the portfolio to be very ben- a job (which is how it was sold to us as
eficial, but 12% considered their experi- incoming students).” Interestingly, several
ence to be not at all beneficial. In the open- respondents who were not offered the op-
ended comments, one respondent revealed tion of completing a portfolio expressed
End of Program Assessments and their Association with Early Career Success in LIS 51
disappointment and wished it were an ful.” Like the internship, respondent com-
elective part of their program. ments indicate that the overall quality of the
Respondents who complete a portfolio independent study may depend on the level
are significantly more likely than those of mentorship given by the supervisor.
who do not complete one to secure employ- Respondents who complete an inde-
ment within 3 months of first application, pendent study have the highest average
supervise the work of volunteers and other rate of participation in professional and
professionals, conduct strategic and finan- leadership activities of all EPA groups at
cial planning, represent their organization 10.7; those who do not complete an inde-
to funders, hold responsibility for ongo- pendent study average 8.2, and are signifi-
ing professional development, organize or cantly more likely to say that they have
volunteer at a conference, be recognized “no leadership responsibilities” on the job.
as a leader in practice innovations, defend Graduates who complete an independent
intellectual freedom, and actively partici- study are significantly more likely than
pate in an online professional discussion those who do not to secure employment
group. They have higher average rates of within 3 months of graduation, supervise
participation in professional and leader- students and other professionals, partici-
ship activities (9.4 vs. 8.8). These findings pate in strategic planning, work on profes-
suggest that these respondents may work sional organization committees, represent
as solo librarians in work settings that re- their organization and present papers or
quire volunteer staff; in fact, 28% of the posters at conferences, publish an article
portfolio completers are working in school as sole or co-author, win an award related
libraries, compared to only 11% of those to their work, be recognized as a leader in
who do not complete the portfolio. All of practice innovations, mentor other pro-
the other work settings are similar between fessionals, actively participate in an on-
the two groups. line professional discussion group, win a
Graduates who complete portfolios are competitive grant, conduct a workshop,
significantly more likely to be satisfied collaborate with other professionals and
with their job and LIS career, to like being community partners, promote community
a librarian or information professional, to engagement, defend intellectual freedom,
say they would choose an LIS career “all and help to create new information tech-
over again,” and to encourage others to nologies. Despite high levels of leadership
choose a career in LIS. activities, recognition, and professional
engagement, these respondents are not
Independent Study more likely than their non-independent
study peers to experience job and career
For the 32% of respondents who com- satisfaction.
pleted an independent study (n = 965), One reason for this high level of pro-
33% were required by their program to do fessional engagement may be related to
so. Students who take most or all of their work setting. Although the frequencies
coursework online are less likely to com- of most work settings are comparable be-
plete an independent study (23%), com- tween the independent study versus non-
pared to 34% of those who take who take independent study groups, there is one no-
fewer than half of their courses online. table difference; 27% of those who do not
60% rated the independent study to be complete the independent study work in
very beneficial, and only 4% considered public libraries, compared to 20% of those
their experience to be not at all beneficial. who do complete one. Perhaps this finding
In their open-ended comments, respondents is related to funding for professional ac-
evaluated their independent study experi- tivities, which can be a challenge for some
ences as “invaluable” or “extremely help- public libraries.
52 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE
Comprehensive Exam dents who took primarily face-to-face
courses (16%).
For the 29% of respondents who com- 53% rated the thesis to be very beneficial,
pleted a comprehensive exam (n = 879), and only 6% considered their experience
88% were required by their program to to be not at all beneficial. Graduates regard
do so. Students who completed most or the thesis mainly positively, in much the
all of their program online took the exam same way as they think of the internship
at nearly the same rate (26%) as students or independent study. In the open-ended
who took primarily face-to-face courses comments, one respondent describes the
(30%). The comprehensive exam is by experience as giving “a sense of achieve-
far the least popular of the EPAs from ment.” A student who regretted not com-
the student perspective; only 18% rated pleting a thesis recognized the benefits
it to be very beneficial, and 26% consid- of the “intellectual rigor” required by the
ered the experience to be not at all ben- research and writing process. Another stu-
eficial. In the open-ended comments, very dent used the thesis as an opportunity to
few respondents mentioned the exam, and prepare for future degree study. Again,
those who did rarely discussed its virtues. negative comments related to the thesis
Two graduates reflected that it was a use- were limited to the experience of students
ful way to “unify” and “synthesize” the who were poorly advised or supervised.
program content. Several panned it, call- Respondents who complete a master’s
ing it “[in]effective,” and “outdated.” One thesis or paper are significantly more like-
student noted that the exam was mandated ly to secure employment within 3 months
by the larger institution or other agency. of graduation, participate in financial and
The exam was occasionally compared un- strategic planning, present at conferences,
favorably to another EPAs that graduates be the sole-author of a published paper,
judged to be more useful or applicable. win a work-related award, and conduct a
Respondents who complete a compre- workshop for other professionals or teach
hensive exam internship are significantly LIS students. They have higher average
more likely to secure employment within rates of participation in professional and
3 months of graduation, supervise others leadership activities (9.7 vs. 8.8). A nota-
(students, volunteers, and paraprofession- ble difference between the thesis and non-
als), participate in financial planning, ac- thesis groups is that 26% of the thesis writ-
tively participate in an online professional ers work as school librarians compared to
discussion group, receive a work-related 15% in the non-writing group (more of
award, conduct a workshop or training whom are working in public libraries).
session for other professionals, and col-
laborate with other professionals. They Other EPAs
have higher average rates of participation
in professional and leadership activities 8% of respondents (n = 270) indicated
(9.5 vs. 8.8). that they completed “another” kind of
EPA (required by the program for 62% of
Master’s Thesis or Paper cases). Respondents described work ex-
periences in libraries and archives, work
The EPA with the lowest participation showcases, practical hands-on or special
rate is the master’s thesis or paper. Of projects, publishable papers, oral defens-
the 15% of respondents who completed it es, and extensive written examinations.
(n=487), 77% were required by their pro- Respondents used the comment section to
gram to do so. Students who completed describe more fully one or more of their
most or all of their program online wrote significant or meaningful achievements
the thesis at a similar rate (13%) as stu- during their LIS program. It is worth not-