Spring is in Full Bloom

April 25, 2008

Spring in Massachusetts

Originally uploaded by ScruffyNerf.

The weather here in southeastern Massachusetts has been beautiful of late. As a result, there are so many vibrant colors.

That’s A Wrap!

April 25, 2008

I’m not sure I believe it, but I am done!

It Is A Good Night

April 23, 2008

I turned in my paper today. ūüôā

I finished a critique of a classmate’s paper.

I burned a CD of my portfolio.

Now, I only need to write a critique of my own paper – and mail the CD.

Life is good! I can’t remember the last time I felt this relaxed.

Computer Self-Efficacy Data

April 23, 2008

I learned something interesting this week. If you copy and paste tables from Excel 2007 into WordPress, Google Reader will not display the post. Additionally, WordPress doesn’t really care for this either. It gets slow and sluggish – although it does eventually save and publish the tables. I plan to leave the original post alone, but probably won’t copy any more tables into any blog posts.

Anyway, I wrote a post earlier this week with some of the results from my computer self-efficacy survey of academic librarians. While I saw the post in Bloglines, it appears as if Google Reader plans to simply ignore it. Many people were curious about the results, so here they are. I do plan to do some posts with narrative about my conclusions etc. This will most likely be after I have officially turned my paper in and completed the rest of the work for my class.

So, What’s Left?

April 21, 2008

I spent this weekend finishing up some of the different sections of my paper. As it stands, the paper is essentially done. I will probably re-read it in a day or two in order to look for any remaining grammatical and/or style errors. I’m making myself stay away from it for next day or two so that I will be able to read it with fresh eyes. I still have to do a self-critique and really feel that I need some space in order to do that effectively.

My portfolio is also essentially done. Now that I have finished my paper, I can finish this, make sure all of the links work correctly and burn it to a CD. I then have to mail the CD (and my Student MLS Degree Audit Checklist) to the ILS department. I plan to put the finished touches on the portfolio today and, hopefully, get the CD made and ready for mailing also.

For remaining classwork, I then need to write my self-critique, write a final journal entry of reflections on the class and actually turn the paper in to the professor. All work is due on Friday. Not too bad at all!!

Some CSE Survey Results

April 20, 2008

I am currently finishing up final edits on my research paper on computer self-efficacy in academic library workers. It is now titled – Computer Self-Efficacy and the Academic Library Employee: An Examination of Their Relationship (and yes, titles are not my forte). Several people have asked about reading the paper and getting the results. I’m not quite ready to share the paper (but will share with those who asked to see it after the semester is over – and possibly after grades are in). However, I do want to publicly share the findings from the survey.

The following tables give the mean computer self-efficacy levels for those demographic variables that turned out to be major determinants. Some notes: SD stands for standard deviation; Total # is the total population for that category and # is the total percentage of the entire population (which is 167).

Computer Self-Efficacy Levels by Technical Support Model
Category Mean SD High Low Total # %
Entire Population 153.29 16.06 179 81 167 100
Library Systems Support 151.3 16.93 179 111 81 48.5
Combined Library/IT Support 155.08 11.51 172 126 24 14.37
IT Support 154.9 16.03 178 81 41 24.55
Vendor Support 147 n/a 147 147 1 0.6
No Formal Support 135.67 34.15 173 106 3 1.8
Other Means of Tech Support 157.75 6.02 163 150 4 2.4
Multiple Means of Support 160.23 10.65 177 142 13 7.78


Compute Self-Efficacy Levels by Age

Age Mean SD High Low Total # %
20-29 Years of Age 156.92 10.05 171 134 50 29.94
30-39 Years of Age 153.74 15.18 179 111 68 40.72
40-49 Years of Age 155.51 16.54 175 115 29 17.37
50-59 Years of Age 140.07 28.37 179 81 15 8.98
>60 Years of Age 137.8 16.81 167 126 5 2.99


Computer Self-Efficacy Levels by Sex

Sex Mean S.D. High Low Total # %
Female 154.03 15.52 179 81 137 82.04
Male 149.93 18.27 171 123 30 17.96


Computer Self-Efficacy Levels by Educational Attainment

Degree Mean S.D. High Low Total # %
High School Degree 156 16.44 174 126 7 4.19
Bachelors Degree 156.6 11.93 177 141 25 14.97
Masters Degree 152.57 16.85 179 81 129 77.25
Doctorate 152 14.64 175 135 6 3.59


Computer Self-Efficacy Level by MLS or Equivalent

MLS or Equivalent Mean S.D. High Low Total # %
Library School 155.48 10.09 171 135 16 9.58
No MLS 155.57 14.06 177 126 21 12.57
MLS or Equivalent 152.66 16.96 179 81 130 77.84


Computer Self-Efficacy Levels by Length of Career

Length of Career Mean S.D. High Low Total # %
<10 Years 154.18 15.64 179 81 108 64.67
10-19 Years 154.63 14.48 178 125 41 24.55
20-29 Years 148 18.7 176 123 12 7.19
30-39 Years 139 25.88 167 106 5 2.99
>40 Years 137 0 137 137 1 0.6


Computer Self-Efficacy Levels by Job Classification

Job Classification Mean S.D. High Low Total # %
Library Assistant 152.71 15.23 177 126 38 22.75
Other 156.83 9.5 168 147 6 3.59
Professional Librarian 153.3 16.63 179 81 123 73.65

 Computer Self-Efficacy Levels by Job Satisfaction

Job Satisfaction Mean S.D. High Low Total # %
Extremely Satisified 160.44 11.27 179 125 36 26.28
Mostly Satisfied 152.9 15.98 179 81 98 58.68
Neither Satisf. Nor Unsatisf. 137.33 19.86 171 106 9 5.38
Somewhat Unsatisfied 151.32 16.53 175 111 22 13.17
Unsatisfied 137.5 0.71 138 137 2 1.2


Computer Self-Efficacy Levels by Computer Experience

Computer Experience Mean S.D. High Low Total # %
Extremely Experienced 162.7 11.08 179 131 50 29.94
Much Experience 152.42 14.03 177 115 96 57.49
Some Experience 134.9 18.07 163 81 21 12.57
Little Experience 0 0 0 0 0 0
No Experience 0 0 0 0 0 0


Computer Self-Efficacy Levels by Computer Training

Computer Training Mean S.D. High Low Total # %
No Training 154.81 16.71 179 106 36 21.56
Training 152.88 15.92 179 81 131 78.44

It Was All Going So Well . . .

April 18, 2008

until I found something on the ILS department’s web page¬†(close to the bottom¬†of the page¬†in the Preparing¬†for graduation section)¬†this morning that almost made me have an apoplexy.

Preparing for graduation

In order to receive a degree, the student must apply for the degree by the posted deadlines. The degree will not be posted until the Undergraduate Degree Application or Graduate Degree Application is properly filed and a degree audit is successfully completed. If the degree is not posted, the student has not been granted and does not hold the expected degree.

In addition, MLS students must complete the departmental Student MLS Degree Audit Checklistform and file one copy with the department office and one copy with the MLS Program Coordinator within the first two weeks of the semester in which they will complete their program/graduate.

Remember how much I worry and obsess over things? I knew all about having to apply for graduation with the Graduate School. I did this way back in November and received confirmation that my only outstanding issue was the special project. However, the second paragraph is something that I have NEVER, EVER, EVER seen or heard about previously. Needless to say, I did not complete the Student MLS Degree Audit Checklist at any time this semester. I decided not to get stressed out or upset and to try and get more information.

I called the ILS Department and fortunately, this turned out to be a non-issue. The department does want two copies of the form – in hardcopy. They do intend to require this form to be filled out within the first two weeks of a student’s last semester. However, it is a new form that has only been in use since earlier this year. Thank goodness! This was a close one.

It All Makes Sense Now (Mostly)

April 18, 2008

I’m sure most people who have been reading my blog over the past couple of years will probably have noticed that I am the type of person who suffers great angst over school. I agonize over class selections, over whether I understand the assignment correctly, over whether I have been able to do justice to an assignment, etc. I admit that I am a compulsive rule follower and as such, also worry obsessively about dates, deadlines¬†and graduation requirements. I’m the type that has nightmares that I get a call my from high school saying that my diploma is invalid (for some asinine reason) which, of course, invalidates my college degree – and I guess shortly these dreams will include my graduate school credentials as well. I’m pretty sure that I must have driven my advisor a bit crazy checking in with him to make sure that I understood what I needed to do as I started to approach the end of the program.

One of the most mysterious graduation requirements that I have somewhat struggled to understand at SCSU has been the capstone portfolio thing and¬†how it¬†relates to the special project. In all master’s degree programs, Southern requires that students complete (successfully, of course) a capstone experience. A capstone experience may be a thesis, a comprehensive exam or a special project.¬† The Graduate School defines a special project in the current graduate catalog as follows:

SPECIAL PROJECT. The special project requires the application or drawing together of knowledge and skills acquired in the graduate program. Projects are typically completed under a particular course designation and result in a written report or other product, such as a recording of a performance or photographs of an art exhibit, which will be kept on file for review by students, faculty, and accrediting agencies. The master’s degree is conferred after successful completion of a minimum of 36 credits including the special project.

The ILS Department requires that students in the MLS program complete a special project rather than take comps or do a thesis.¬† And, students needs to complete a portfolio that includes information about or links to their special project. There have been several mentions of the fact that the portfolio needs to be put on a CD and mailed to the ILS office. This part makes sense, but all along I’ve wondered why the school needs a CD, especially if the portfolio is web-based.

Additionally, I’ve been confused about the special project. There has been a great deal of conflicting information about the special project and how best to complete it. Initially, I thought I would take an independent study call ILS590 – Special Project. That seemed to be an obvious way to do the project. Then, I learned that many students used their Digital Libraries’ class project to fulfill the special project requirements. Later, I found out that most other students used their ILS680 – Evaluation & Research project. As I went on in the program, I became more confused. At first, it seemed that one needed to confer with one’s advisor who would be the one to sign off on the project. I was in contact with my advisor several times thinking of ideas, etc. for my project.

Then last spring, a professor mentioned that the ILS department was making some changes to the special project requirement that should be in place by the fall of 2007. This led me to believe that my best bet for a special project would be to use the research project that I would do in ILS680 – Evaluation & Research. I discussed this with my advisor and it seemed to be a good decision. I was a bit surprised when I emailed my advisor early this semester intending to keep him in the loop on my research project, and he replied that successful completion of the special project requirement was entirely up to the professor of ILS680. I wasn’t surprised in a bad way – this definitely seemed to simplify the entire process. However, I was a bit bewildered by all of the changes (minor though they might have been) to the requirements.

The good news is that as of this point, the entire system seems to make sense. The portfolio is intended to be a vehicle that provides documentation of the special project – including the knowledge and special skills learned in the program. Students are supposed to include information about core competencies learned, coursework that shows what they have learned, a resume and information about the special project. Beyond that, the requirement that the portfolio be on CD is mostly for auditing purposes. The ILS department keeps the CDs in each student’s file, and they are used by ALA for accrediting review and auditing purposes. Ok, it makes some weird sort of sense now – just in time, I suppose. And hopefully, I am well on my way to completing both my major research project for ILS680 (which will be my special project) and my capstone portfolio (which is all saved locally to my laptop ready to burned to CD).

What To Say?

April 16, 2008

This afternoon when I got home from work, a large envelope from SCSU was waiting for me in my mailbox. In it was the Noel-Levitz exit survey which the graduate school gives to all degree recipients and graduate candidates. Well, I’ve been thinking for quite a while about my entire graduate experience, trying to come up with what I would consider to be a fair assessment of my experience. Do I want to share how dissatisfied I am about many aspects of the distance program? If so, with whom? I am starting to be able to look back at those experiences that have bothered me with a little less emotion. But ultimately, I think it is important to voice my opinions in some way.

So, then came the survey. I filled it out this afternoon and have it ready to be mailed back to the school. Now, I know that the Noel-Levitz survey is standardized and that is not tailored to specific institutions. However, it is in no way geared to distance students. There were absolutely no questions about the online/distance experience. A piece of paper was included, and we were invited to write comments on it. I furiously scribbled all sorts of comments in my No. 2 pencil about the need to do some type of assessment targeted at distance students. I hope that others have done the same thing. I’m debating whether I should write a letter with some of my thoughts about my experiences and include it with the survey. I haven’t decided yet. I still need to concentrate on finishing my schoolwork – and making sure that all of my graduation requirements are met.

10, 9, 8, 7, 6, 5, 4, 3, 2, 1 . . . It’s Coming

April 16, 2008

Within the next 10 days my last class will be over, and I will officially be done with the program. I’m surprised by how excited I am. Although, why this surprises me is mystery.¬†Overall, I¬†somewhat feel as if I am coming out of a two and a half year¬†hibernation – everything seems bright, shiny¬†and new. The fact that spring seems to have arrived is definitely adding my lighthearted and happy mood. Today, the sky was blue, the grass was green and the temperature was quite nice.

While I certainly have done non-school-related things since I started the program back in the fall of 2005, I do feel as if I have put a good portion of my life on hold. My husband has long grown tired of hearing my stock responses to almost every major question¬†– “Let’s wait until I finish school,”¬†“Please,¬†just let me finish school,”¬†“No, I can’t because I have homework that I need to do.” I have lost count of how many things I have put off because of school. Partly, this is¬†because of money. Paying for tuition has had a huge impact on our lives. I actually just finished paying off the credit card bill for this last semester. Yeah, no more tuition!!!!!

So, I’m starting to feel human again. I wasn’t entirely aware of how much of myself I was repressing. But, I’m ready to feel less constrained and¬†less constricted. I’m willing to bet that I will probably have some adjusting to do and will probably feel like I am at loose ends for a while. But, it will be good. I will have my life back – maybe I can get back to gym, maybe I can clean my house, maybe I can detach this laptop from my hip. Wow, it all sounds incredibly wonderful!