Greetings,
I found this a great course as well, but for a few different reasons. I
refer readers to
http://tinyurl.com/y95utt7
or in its glory,
http://listserv.utk.edu/cgi-bin/wa?A2=ind9811&L=JESSE&P=R3473&X=73DA895660BF1F245F&Y=gwhitney%40utk.edu
in which Beheshti of McGill on 23 Nov 1998 to this list posted challenges
to LIS education, and focused on the "competencies of graduates." He
noted that these "competencies" were (and I quote)
(1) Know (e.g., know common terms and facts)
(2) Comprehend (e.g., understand principles)
(3) Apply (e.g., apply concepts to new situations)
(4) Analyze (e.g., recognize unstated assumptions)
(5) Synthesize (e.g., write a proposal)
(6) Evaluate (e.g., judge proposals)
He was talking about Master's students, and recommended that Master's
students be taken to level (3).
Cox's course is one of about three or four courses that I have run into in
decades of teaching in this discipline that transits all six levels,
albeit at the doctoral level.
The course well deserves study and understanding IMHO, not only for
content but for pedagogy. It strives to get the student involved with the
subject matter - and that's a goal that transcends sub-disciplines.
--gw
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Gretchen Whitney, PhD tel 865.539.2034
http://web.utk.edu/~gwhitney/
jESSE:http://web.utk.edu/~gwhitney/jesse.html
SIGMETRICS:http://web.utk.edu/~gwhitney/sigmetrics.html
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On Sun, 17 Jan 2010, B.G. Sloan wrote:
>
>
>
> I recently ran across a syllabus for a Pitt LIS doctoral seminar that I REALLY like:
>
> http://www.sis.pitt.edu/~rcox/3000%20Fall09.htm
>
> Its main purpose is to give Pitt doctoral students a background in the culture of higher education, to help them learn about being a faculty member. I think it's really important that LIS doctoral grads go out into the real world of the academy with a good basic understanding of the higher education environment and culture.
>
> I'm interested in learning how other LIS programs prepare their doctoral students to be future faculty. I'm not talking about letting doctoral students teach classes and/or do research. I'm talking about preparing them for their futures as fully functioning members of the higher education enterprise.
>
> Thanks,
>
> Bernie Sloan
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