The Catholic University of America

Assessments

The M.S.L.I.S program is designed to achieve a set of program objectives that provide the basis for the learning outcomes assessment efforts. The program conducts a number of assessments and evaluations of student learning and program quality. A set of assessments of student learning include as follows:

- The first of these assessments is the Annual Key Assessment based on the comprehensive examination. The program also gathers assessments of student learning outcomes in the 4 core courses.

- The second assessment is a survey given to all current students. A Current Student Survey provides immediate feedback from current students and their satisfaction with various elements of the program.

- The third assessment is an Exit Survey given to all students as they graduate from the program. The exit survey gives the program immediate feedback on aspects of the program.

- The fourth assessment is a survey of alumni and their employers. These Alumni and Employer Surveys are used to gather feedback about the program from both the alumni and employer's perspectives.

 

Annual Key Assessments (based on the comprehensive examination)

Annual Key Assessment Report 2015-2016 (.pdf)

Annual Key Assessment Report 2014-2015 (.pdf)

 

Current Student Survey Reports

Current Student Survey Report 2017 (.pdf)

 

Graduate Exit Survey Reports

Exit Survey Report 2016-2017 (.pdf)

 

Alumni & Employers Survey Reports

 

DLIS Enrollment Data

 

District of Columbia

Virginia

Maryland

Other areas

Total Students

Fall 2015

 

27(28.4%)

27 (28.4%)

34 (35.8%)

7 (7.4%)

95 (100%)

Fall 2016

 

29 (30.2%)

1 (32.3%)

27 (28.1%)

9 (9.4%)

96 (100%)

 

Part Time

Full Time

Fall 2015 (N=95)

 

80 (84.2%)

15(15.8%)

Fall 2016 (N=96)

 

72 (75%)

24 (25%)

 

Male

Female

Fall 2015 (N=95)

 

25 (26.3%)

70 (73.7%)

Fall 2016 (N=96)

 

23 (24%)

73 (76%)

 

Foreign

African American

Native American

Asian American

Hispanic American

Caucasian

Mult/Other

Unknown

Fall 2015 (N=95)

4 (4.2%)

12 (12.6%)

0 (0%)

3 (3.2%)

7 (7.4%)

62 (65.3%)

4 (4.2%)

3 (3.2%)

Fall 2016 (N=96)

4 (4.2%)

14 (14.6%)

0 (0%)

3 (3.1%)

3 (3.1%)

65 (67.7%)

4 (4.2%)

3 (3.1%)