fall 2008

EDUCATION FOR AN INFORMATION WORLD

CONTENTS

FALL 2008

School DrexelatTheCollege of Information Science and Technology

FROM THE DEANFROM THE DEAN David E. Fenske, PhD David E. Fenske, PhDIsaac L. Auerbach Professor and DeanIsaac L. Auerbach Professor and Dean

We live in an information world. It is a world in which information and technology are inextricably linked. And in order to success-fully navigate this information environment, iSchools must prepare students to become leaders in the information fi eld (iField) through education, experience and training, adapting to the ever-changing advancements in technology and the needs of society.

The iField is a relatively new term developed by the iSchools Caucus, which is being used today to defi ne an area of work and study that has evolved during the past two decades. The iSchools Caucus states: “The iField empowers people in all fi elds to create, fi nd, store, manipulate and share information in useful forms. The iField makes sure our world is not inundated by information overload, but rather emancipated by information access.”

The iField is at the heart of what we do at the iSchool, dealing with the challenges and the opportunities faced by people during an information age. Simply put, as technology expands, so does the ability to access information, and as iField experts, it is our responsibility to ensure information is used as effectively and effi ciently as possible. For those in other fi elds of work and study, access to information isas simple as typing a term into a search engineand selecting an appropriate response. As iField experts, it is up to us to make sure these responses are the best possible and properly share the correct information. We connect people with information, and as the world becomes smaller through digital technology, we utilize this technology to enhance these connections.

Information is vital to everything we do as human beings, from entertainment to agriculture, politics to fi nance, and any imaginable fi eld in between. Every program we offer at the iSchool — bachelor’s, master’s and doctoral degrees — prepares students for the iField. As information experts, whether librarians, Web developers, systems engineers or quality assurance professionals, we enhance society’s ability to succeed through access to the right information, at the right time, in the right form, and we are proud to do so.

THE VIRTUAL MATH TEAMS PROJECT

SMALL ORGANIZATIONS, BIG REWARDS

MERGE

SACRAPHILLYMENTO

HOT JOBS

SOFT SKILLS

BEYOND THE BOOKS

ISTA CENTENNIAL

02-03

04-05

06-07

08-09

10-13

14-15

16-17

18-21

+=x%=+=x- %+=x%+=x%=+=x-x%=2410

+=x%=+=x-+=x%=+=x-+=x%=+=x-x%=+=x-x%=+=x-+=x%=+=x-x%=+=x-+=x%=+=x-+=x%=+=x-x%=+=x-+=x%=+=x-+=x%=+=xx%=+=x-x%=+=x--+=x%=+=x-

x3

+ = x % = + = x - + = x % = + = x - + = x % = + = x - x % = + = x - + = x % = + = x - + = x % = + = x - + = x % = + = x - x % = + = x - x % = + = x - + = x % = + = x - + = x % = + = x - + = x % = + = x - x % = + =

THE VIRTUAL MATH TEAMS PROJECTVIRTUAL MATH TEAMS PROJECT

+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/+-/

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Technology + Information + Collaboration =

%3

= x - x % = + = x -% =

Society is global. With just the push of a button, the dance of fi ngers across a keyboard, we can connect with people and information from all corners of the globe. We network, bank, research and shop worldwide, but we do it all online from the comfort of our homes and offi ces. iSchool Associate Professor Gerry Stahl’s research looks beyond the basics of international electronic communication, exploring how groups of people can more effectively learn through computer-supported collaborative learning (CSCL).

Stahl is lead researcher for the Virtual Math Teams Project (VMT) at the iSchool and the Math Forum at Drexel. The project utilizes chat interaction analysis to explore how students solve problems through online discussion and collaboration, with the goal to discover and better understand how groups of people think, come to decisions, solve problems and learn.

“When we started, we didn’t even know if collaborative learning could be effective in math because people are so used to thinking about math

other students around the world, information on the Web and digital resources. Through these links, participants can engage in mathematical discussions, which are, according to Stahl, rarely found in schools. Through this collaborative process, participants can challenge one another to understand formulas and problem solving in different ways, better understand one another’s perspectives, and explain and defend their own ideas. VMT research shows that through this technique, students not only solve math problems, they better comprehend theories, expand their critical thinking and learn to work as a team. Knowledge is created through group interaction processes — what Stahl calls “group cognition.”

“Anyone can benefi t from it,” Stahl said. “Other research has shown that collaborative small group work can be effective at any level, from kindergarten through graduate school, and in professional math, even. In particular, though, VMT provides a venue for interacting with peers, and we’ve found in studying our logs of student interaction, there’s a lot of social activity that is highly engaging for students.”

This interaction encourages learning, increasing interest. According to Stahl, he plans to expand on the analysis of how collaborative group learning can change learning in his next two books. One will be a collection of analyses of data from the VMT Project; the other will be a book-long reading of a four-hour-long series of chats by one group of students, discussing in fi ne detail the many facets of their interaction and joint knowledge building.

Though it may sound simple enough — observing the collaboration and communications among groups of students — the VMT Project has faced a number of challenges, and research plans have continually evolved in order to respond to what was learned about the needed chat environment, math problem design, data collection and analysis methodology. Collaborating closely with four PhD students, colleagues at the Math Forum, the colleges of Education and Arts & Sciences, and a series of international visiting researchers, Stahl and his team have committed a good deal of time to fi ne tuning and coordinating a unique combination of pedagogical research, software development, analysis of interaction data and theory about collaborative learning.

“This is a complex research project,” Stahl noted. “Nobody comes in with all the background they need in terms of educational theory, software design, etc. For the past four years we experimented with the best ways to collect and analyze robust, naturalistic data.”

According to Stahl’s Web site, the project evolved from a very basic chat service environment to elaborate programming developed specifi cally for VMT through a relationship with researchers and developers in Germany. This system includes a number of chat tools and thread features with an integrated shared whiteboard for students to construct drawings related to a problem, a wiki for sharing fi ndings with other teams, and a VMT Lobby that allows students to return to chat rooms or locate sequences

of rooms arranged by VMT staff and teachers. The goal in development was to make the software as effective as possible to assist learning, offering students fl exible tools without overloading them with options. The system supports students in exploring provided math problems, discussing open-ended mathematical situations and allows them go on to create their own rooms to discuss topics of their own choosing.

The VMT service is available through the Math Forum at Drexel. To date, it has mainly been used by researchers — including labs at CMU, Rutgers, Hawaii, Brazil and Singapore — working with classroom teachers. The next step is to explore its use at online high schools and by home-schooled students. The end result is a new form of math education, melding technology and worldwide interaction with engrossing discussions and problem solving, offering students a different understanding of what math, learning and knowledge are all about.

on their own,” Stahl said. “It’s not typically considered an area where group interaction is benefi cial to the learning process. The fi rst thing we learned through this project is how effective collaborative learning can be, even with math, and how it could be a very effective classroom approach in general. It is a new form of not only math education, but education as a whole. I try to use it in my own iSchool courses.”

The VMT service utilizes the Internet to connect students with global sources of knowledge, including

The VMT project’s goal is to discover and better understand how groups of people think, come to decisions, solve problems and learn.

Coming down the stairs: Stephen Weimar, Director of Math Forum, co-PI on VMT grants; Annie Fetter, staff at Math Forum; Ramon Toledo, iSchool PhD Student; Murat Cakir, iSchool PhD student; Gerry Stahl; Nan Zhou, iSchool PhD student; Wesley Shumar, Assoc Professor of Culture & Communications, co-PI on VMT grants

Big Rewards

CO

-OP

Small Organizations

5

Working in a smaller

environment may

offer students

greater opportunities

for leadership.

“I initially saw the Jewish Federation’s job opening in the lists provided for co-op students by the Steinbright Career Development Center. It interested me, so I applied for an interview. I additionally had about nine other interviews with other organizations,” he said. “The work was very well

suited for me, and the work environment was surprisingly happy and friendly. On both co-ops, the Jewish Federation gave an offer and both times I accepted after taking the time to interview many places elsewhere. I declined a job offer for pretty much the same kind of work for more

money at a for-profi t organization because I preferred the environment at the Jewish Federation so much.”

Working in computing for a nonprofi t may not seem a traditional choice for a co-op. After all, with work available at such companies as Microsoft and Google, many students don’t consider completing a co-op at a not-for-profi t, though there are 75 active co-op employers in Drexel’s database listed as nonprofits. Chrisi Giannakaris, cooperative education coordinator, said one reason students may turn away from a nonprofi t co-op is because the salary is less than what they would receive at larger companies. On the fl ip side, she notes, some students are driven toward the nonprofi t fi eld because it is such a positive experience. Also, working in a smaller environment, may also offer students greater opportunities for leadership.

“Students typically receive more responsibility in these positions,” she said. “This is more than a position for students. It tends to be a rewarding experience for them because they feel they are contributing to the community and helping other people.”

Pulone’s experience exemplifi es the benefi ts a student can gain from the nonprofi t co-op experience. During his co-op search, he notes, he did not actively seek companies of a nonprofi t status; his job hunt was based on how a job description would fi t his interests and abilities. It was while interviewing with various organizations that he discovered there was a difference in the environment of a non-profit versus a for-profit corporation.

“It’s hard to put your fi nger on it; most of the business practices of nonprofi ts and for-profi ts are similar, but I think the real

difference is in the work environment,” he said. “A lot of the stress you see at large corporate for-profi ts isn’t there, and while work can sometimes be very busy and hectic, everybody knows in the end that all of the hard work is going toward a benefi cial cause, and not just maximizing profi ts.”

During his time at the Jewish Federation, Pulone was able to work in a number of computer-related positions, his responsibilities growing and changing with the organization’s needs. At the beginning of his time with the Jewish

Federation, he was responsible for tracking helpdesk tickets in the IT department and providing desk-side support. By the time he completed his second co-op, he was using Microsoft Active Directory to help administer the network, orienting new employees in everything IT, physically moving servers and cabling confi gurations in server rooms, editing and compiling videos from news clips and the organization’s events and establishing partnerships with outside tech-based organizations. It is this breadth of experience he considers the greatest value of working at the Jewish Federation. But beyond

that, he notes, another important benefi t is experiencing the nonprofi t environment.

“It’s different in a lot of subtle ways, I think,” he said. “The friendly work environment fosters real friendships between coworkers, and the good feeling you get from enabling work toward great causes is invaluable. I think the stress is lower at a nonprofi t, but despite that, the criticality and importance of the work is higher because it is not profi t you are trying to increase, it is people’s lives you are trying to benefi t, people sometimes in dire straits.”

Robert Pulone wanted a co-op that provided him with more than a paycheck. So instead of opting for positions that offered higher salaries at prominent corporations, he chose to work at theJewish Federation, a nonprofi t, for his second and third co-ops.

Through the new relationship with the Librarians’ Internet Index,

Q & A

Merge

7

These days, information traditionally found in a library is just a mouse click away. It is not always necessary to wander the stacks or fl ip through seemingly ancient tomes to fi nd information — much of what we seek is available online. And now, not one but two of the nation’s renowned resources are being hosted at the iSchool.

Further expanding its ability to enhance the Information Field (iField), The iSchool at Drexel, College of Information Science and Technology, recently announced the merger of the Librarians’ Internet Index (LII) with the Internet Public Library. As of October 2008, the LII is now hosted at the iSchool with the intention of merging the LII with the IPL, making the iSchool home to two of the most widely used library-based technological resources connecting individuals, businesses and society with information.

“The merger between the LII and IPL seems very

natural; they are complementary resources with different audiences that together provide a comprehensive information service,” said Master’s Program Director Eileen Abels. “We are delighted to add the LII’s strong collection to the IPL.”

The LII is a publicly funded, database driven Web site and weekly newsletter managed by The Califa Library Group. LII evolved from the Berkeley Public Library Index, which was created in the early 1990s. In 1997, the name was changed to Librarians’ Internet Index, and the site was recognized as one of the best Free Reference Web Sites by the Machine-Assisted Reference Section (MARS) of the Reference and User Service Association (RUSA) of the American Library Association (ALA). The LII has a subscriber base of more than 40,000 and comprises more than 20,000 records representing top-notch online sources.

“The merger of these resources is an exciting chapter in the history of the LII,” said Califa Executive Director Linda Crowe. “Librarians turn to the LII as an invaluable resource when looking for information on the Web, and working with the IPL will greatly expand what we have to offer information specialists.”

The iSchool has hosted the IPL since January 1, 2007. The IPL is the fi rst, largest and most recognized free online collection and reference service available to anyone in the world. The IPL received more than 10 million visits in the past year, with more than 1,000 digital reference graduate students at partner colleges worldwide assisting with maintenance and answering more than 200 reference queries weekly. This collaboration of various institutions across the globe allows for consistent growth and expansion, bringing the best information to users wherever an Internet connection is available. Through the new relationship with the LII, Drexel strengthens its reputation for being at the forefront of the iField.

Drexel strengthens its reputation for being at the forefront of the iField.

“The IPL partners are committed to maintaining this high-quality resource, which will lead to additional teaching and research opportunities for faculty and students in LIS programs and at iSchools,” said iSchool Dean David E. Fenske. “This merger brings together two signifi cant resources, which can only serve to benefi t the schools and sponsors that have worked closely with the IPL for so many years.”

The iSchool’s digital collections and reference services are continually growing, adapting to new technology and the needs of society, and the iSchool’s faculty, staff and students are at the helm of these exciting changes.

SacraSacraphillyphillymentomento

9

It is a word with a touch of charm and a sense of whimsy, but beyond the roll of the syllables, stresses Dean David E. Fenske, is a very serious, important element. The Sacramento campus will not be a satellite version of the iSchool. It will be a part of the iSchool, with connections through faculty, student advising, online courses along with face-to-face opportunities, and research opportunities in California for Philadelphia-based faculty.

“What is being built in Sacramento is not just about building a branch campus. It is about creating a connection, developing opportunities in education and research,” he said. “It is about creating an integrated environment that fully represents the iSchool’s programs, faculty and student population.”

And the iSchool has selected a person who encompasses all of that, Toni Carbo, PhD, as the iSchool Sacramento Campus Program Leader.

A distinguished iSchool alumna, Carbo is a highly respected educator and researcher who brings more than 45 years of experience in the information fi eld to Drexel’s Master of Science in Library and Information Science (MS) and Master of Science in Information Systems (MSIS) programs. Her appointment will be effective June 1, 2009. As program leader, Carbo will teach and advise Sacramento students, as well as establish external contacts in California that could benefi t iSchool programs from coast to coast.

Carbo earned two graduate degrees from The iSchool

at Drexel: her MS in 1973 and her PhD in 1977. She was selected by Drexel as one of the 100 most distinguished of its 100,000 alumni and was awarded its Centennial Medal. Carbo returns to Drexel after 22 years at the University of Pittsburgh, where she served as dean for 16 years and was a founding member of the initial group of deans which later became the iSchools Caucus, which today comprises 21 prominent information colleges dedicated to immersing students in the iField — connecting people, information and technology — and of which Dean Fenske is also a founding member.

She currently serves as a professor at the University of Pittsburgh’s Graduate School of Public and International Affairs (GSPIA) and at the School of Information Sciences (SIS) — where she is director of the Institute for Information Ethics and Policy and the ALA Spectrum Doctoral Fellows program. Her teaching and research interests focus on information ethics and information policy, specifi cally concerning e-government in the United States, the European Union and Sub-Saharan Africa, and on academic libraries. She is the author of numerous articles, book chapters and technical reports, and editor of The International Information and Library Review.

Additionally, Carbo was a member of the U.S. National Information Infrastructure Advisory Council (NIIAC) from 1994 through 1996, and was named one of seven U.S. private sector representatives to the G-7 Round Table of Business Leaders to the G-7 Information Society Conference. Additionally, she is a fellow of the American Association for the Advancement of Science, the Institute

teaching in the summer while being near my wonderful daughter, Amanda, and my terrifi c grandson, Jacob, who live in Sacramento,” she said. “I was so taken with his very positive response and his enthusiasm about starting the Sacramento campus that I expanded my thinking to consider a full-time position.”

The addition of more highly recognized instructors and researchers to the iSchool’s faculty is just one benefi t to the creation of a Sacramento campus.

“What we are creating is not just a footprint in Sacramento,” said Dean Fenske. “The new campus allows for us to build opportunities for Philadelphia faculty in California, create new connections and develop relationships to further enhance iSchool educational opportunities for students and faculty.”

These opportunities include enhanced research possi-

bilities with California-wide organizations. Through the ongoing development of new relationships, Philadelphia faculty will have more access than ever to work with West Coast organizations that share mutual research agendas with the iSchool. Though at press time research relationships with specifi c organizations had not been made public, many arein progress, one of which has already led to a grant proposal from Philadelphia faculty, an opportunity that is likely one of many yet to come.

According to Carbo, she is looking forward to what the future of the Sacramento campus brings, both for the academic expansion of the iSchool and for personal reasons.

“I can’t believe how the pieces came together so perfectly: The ability to be with my family, the chance to work with the fi ne university from which I received both my master’s and PhD degrees, the opportunity to help create something new, and the chance to be part of an outstanding iSchool faculty led by a man of integrity, vision and concern for people,” she said. “I have been fortunate during my long career to be in the right place at the right time, and once again I am blessed to be able to start this chapter in my life next year.”

of Information Scientists, the National Federation of Abstracting and Information Services, and the Special Libraries Association. Carbo was named a member of the International Women’s Forum in 1997 and has chaired and participated in numerous international conferences. She is a principal in the UNESCO-funded Training Workshop on Information Ethics and E-Government in Sub-Saharan Africa, to be held in South Africa in February 2009.

Carbo’s involvement in Sacramento was somewhat serendipitous.

“When I fi rst spoke with Dean Fenske about the possibility of teaching a summer course or two at the new Sacramento campus, I was thinking about ways to stay involved with

In January 2009, Drexel University launches its Center for Graduate studies in Sacramento. The new center will offer five master ’s degree programs to California students including two iSchool degrees, the Master of Science in Information Systems and Master of Science in Library and Information Science.

Thus begins a new chapter in the iSchool’s educational expansion:

The Hottest Job Market

What do you want to be when you grow up?

Careers in the information fi eld (iField) offer opportunities across all fi elds in every area of work. Even if you’ve chosen to move away from your fi ve-year-old self’s ambitions of becoming a fi re fi ghter, detective or doctor, working in the same area as the job you dreamed of in your youth is still possible, and the impact of information-based jobs in these fi elds is probably greater than you imagine.

If you aimed for work as police offi cer or private investigator, you can fi nd work as an Information Security Engineer, protecting individuals and companies from outside infi ltration and information theft. Did you want to be an astronaut? iSchool graduates have gone on to work as systems engineer analysts at such companies as Lockheed Martin. Were your aspirations linked to the medical fi eld? Jobs in healthcare informatics connect doctors, nurses and hospitals to vital information quickly and effi ciently,

helping to save countless lives. Did you want to work in the fi nancial industry? Technology consultants are at the foundation of Fortune 500 companies, controlling and enhancing information access, security and the ability to do business in a computer-reliant industry.

Opportunities are vast. iSchool grads are entrepreneurs, philanthropists, archivists, researchers and executives, and work at such companies as Vanguard, Johnson and Johnson, Microsoft, PricewaterhouseCoopers, General Electric and Yahoo!. The Bureau of Labor Statistics notes fi ve of the top 30 fastest-growing careers in the nation are computer related. The IT workforce has grown by 10.2 percent in the past four quarters. And median salaries across the board average about $65,000 per year. Here is a look at just a few career paths iSchool students have taken.

11

Job Responsibilities: I am part of the Tier II Unix support group that supports and maintains the Unix servers as well as any applications running on the Unix platform at Vanguard. In addition, we provide support for Oracle databases, acting as Tier II DBAs. Also, we monitor the various Web sites at Vanguard, both internal and external, for various issues or errors.

Most Challenging Aspect of Work: Learning the various systems and infrastructure at Vanguard, especially since my position covers a variety of different systems and platforms. Also, since my prior work experience was with smaller companies, adapting to a corporate environment was an additional challenge.

Favorite Aspect of Work: In terms of my work itself, I would say my favorite aspect is that it provides me the opportunity to learn and work with a variety of systems and technology.

iSchool Course Providing Best Career Preparation: The Server Technology courses best prepared me for my current position, as they gave me hands-on experience with Linux system administration. However, in terms of my overall career, most of the IS/IT courses prepared me well for whatever future positions I’d like to hold within Vanguard.

13

Josh Padams: Bachelor of Science, Information Systems

iField Job: Technology Early Career Development Program (TECDP), Business Analyst/Project Manager

Employer: CIGNA Group Insurance

Matt Clare: BS/MS, Information Systems

Employer: Vanguard

iField Job Title: Systems Operations Analyst

Job Responsibilities: Primary contact for the security and administration of our fi nancial system (PeopleSoft). Manage Windows and Unix-based servers with respect to the PeopleSoft environment. Tech lead / SME for IS&GS hard drive encryption system — responsible for deployment of hard drive encryption software via group policy to remote sites and perform error resolution when required.

Most Challenging Aspect of Work: When a brand new issue is discovered, especially in the production environment during business hours, the speed at which the error is resolved is of the utmost importance. The challenging aspect of that process is knowing how to disseminate business activities, relate them to technical processes and come up with a solution. It is bothchallenging and rewarding.

Benefi t from working in the iField: Beginning with the consideration of a career in IT, I think that decision can be extremely rewarding. If you have a genuine interest in this fi eld (and you will certainly come to that decision on your own during your tenure at Drexel), you may fi nd as I have, that you enjoy coming to work every day. The market for individuals with IT degrees is still gaining with no sign of slowing down. You will be among the most sought-after individuals in the country (and abroad) after graduation.

I think the largest misconception is that you will stare at a computer screen and not leave your desk for eight hours per day, every day. In reality, the working schedule for IT workers is growing increasingly fl exible. Working virtually has also become more common in the professional environment. If you don’t necessarily have to interact with customers very often, managers seem very willing to allow you to work from home (or wherever) so long as you’re easy to contact.

Patrick Sherman: Bachelor of Science, Information Systems

iField Job Title: Computer Systems Security Analyst

Employer: Lockheed Martin IS&GS

Job Responsibilities: Responsible for developing business requirements and project plans for small budget projects within CIGNA Group Insurance. Also responsible for managing the project budget and overseeing all interaction between the business and the IT project team. As a TECDP associate, I am responsible for participating in numerous committees found within the TECDP program ranging from Community Service to TECDP Development.

Job Responsibilities: They’re all over the place! At Hagerty Library, I’m a reference librarian, so I assist users in whatever they need. A lot of my work revolves around teaching students how to use the library Web site to access electronic books and databases, how to search the stacks for books on their subjects, and how to fi nd good journal articles. In the archives world, I am currently processing a number of different collections, which basically means I am making them ready for researchers to use. I am also doing a lot of work cleaning up and in some cases, creating fi nding aids for the archive collections. While I was at the Drexel archives, I also did a lot of digitization of photographs and reference work within the archive, and some cataloging.

Favorite Aspect of Job: I like the challenge of doing something different. You never know what someone’s going to want to know, and every question lets you learn a little more too — about the holdings in the library or archive, or about the topic in general. In the archives world, I like the uniqueness of the collections with which I work, and being surrounded by original sources. At the Campbell’s Soup Archive, they have holdings of original artwork for the company dating back to the nineteenth century — I’d have never guessed I’d be working with anything like that going into graduate school.

Katelyn Wolfram: Master of Science, Library and Information Science

iField Jobs: Reference Librarian and Archives Volunteer

Employers: Hagerty Library, Drexel University; Delaware Art Museum’s Helen Farr Sloan Library; Campbell’s Soup Co.; Philadelphia Zoo Library and Archive

Best Benefi t Working in the iField: Technology is always changing. Because technology is everchanging, the person that employers will want working for them is the one who just left college and learned the newest pieces of information dealing with computers. Another benefi t is the relative youth of the computer. A lot of companies are still trying to mold their IT departments, while others are continuing to expand. The term “paperless” is spreading, and in order to continue toward a “paperless” world where every document within a company is digital, professionals with a career in computers will be sought after.

Favorite Aspect of Work: Interaction with other co-workers. Something I always dreaded when coming out of college was the possibility of being stuck staring at a computer screen all day. I really lucked out and was able to land something with a lot of interactivity. I’m always in meetings or making phone calls, which gives me a lot of face time with some pretty important people here at CIGNA.

Soft SkillsSoft Skills

15

UN

DE

RG

RA

DU

ATE

Psychology. Anthropology. Biology. History. Business. English. Philosophy. Communications. What do all these subject areas have to do with preparing for a career in information technology, information systems or software engineering? More than you may realize.

These are courses that help students develop a comprehensive background in what are known as soft skills — classes which teach iSchool undergraduates how to look beyond the technical points of job training and improve their abilities in leadership, teamwork, oral and written communication, creativity and critical thinking.

Though the technical skills listed on a resume are what will help get an IT, IS or SE grad in the door for an interview, the more intangible qualities of soft skills are what will help set an applicant apart from the competition. Today, businesses are looking for more than a person who can manage technology; they’re looking for an employee who can solve business problems, explain technical projects in plain English, collaborate with other team members and communicate effectively with clients.

Take, for example, the role of a chief information offi cer. According to the Bureau of Labor Statistics, though

a CIO is responsible for the overall technical direction of an organiza-tion, he or she must also be adept in interpersonal skills, budgeting and, of course, leadership. In fact, CIOs themselves spend approximately 66 percent of their time on non-tech-nical work, according to an annual survey by the Society for Information Management. This work includes relationship building, strategy and general management. Additionally, CIOs note that their top concerns in their company are the alignment of IT and business and building busi-ness skills among tech employees.

These are the concerns the iSchool is addressing by requiring students to complete courses in areas such as business, science and the humanities.

“Technology is not implemented based solely on thoughtful analysis and logical decisions,” said Glenn Booker, assistant teaching profes-sor. “Proposing a project is more of a sales pitch than most will admit, and like a good poker player, under-standing your competitors and deci-sion makers is critical for success.”

Soft skills can be categorized under the following categories: interper-sonal, which includes the ability to work with a team and to provide customer service when necessary; communication based, which rates

the ability to speak and write clearly and effectively, as well as being able to listen and provide feedback; and project-management driven, which includes organization, motivation and the ability to solve problems.

Undergraduate students at the iSchool are directed toward courses that touch on each of these areas, along with the tech-based classes which provide a foundation for a successful career. The iSchool requires students take courses in behavioral sciences, which include a selection of classes such as cognitive psychology, sociology and anthropology. Additionally, students must complete 20-21 credits in math and natural science and 24 credits in arts and humanities, which can include classes in writing, critical thinking and public speaking.

Additionally, all Information Systems students are required to complete a minor in business before graduation.

“These soft skills courses help iSchool students understand how important the personal motivations of their boss, the business climate of the industry and other contextual issues that will infl uence the work they’re trying to accomplish,” notes Booker.

Today, businesses are looking for more than a person who can manage technology; they’re looking for an employee who can solve business problems, explain technical projects in plain English, collaborate with other team members, and communicate effectively with clients.

Susan Davis ArchivingHave photos

GR

AD

UA

TE

Beyond theBeyond theBOOKS

17

Behind every photo, within every note, inside the text of every contract is a piece of history. Each document is a record, every fragment comprises a map showing us where we’ve been and possibly alluding to where we are going.

It is archivists who preserve the past and present to benefi t the future, identifying which original records are saved and protected. Archivists acquire, preserve and make accessible records of enduring

value, including photographs, fi lm, video, sound recordings, computer fi les and paper documents. Archives are present in library systems, government agencies, corporations, museums, historical societies, hospitals — in short, virtually all institutions, whether centuries old or recently created, housed in an historic building or created online, benefi t from the expertise of an archivist.

However, though it offers one of the oldest, top-rated information

professor at the University of Maryland and about 30 years in the profession, archives course options will be rolled out gradually in an effort to measure demand for such courses and give master’s students additional options in library and information science studies.

Davis was originally hired as a consultant to the iSchool to discover how an archives program can benefi t students and to fi gure out the direction the iSchool would like to take in the creation of such a program. After developing a proposal for the curriculum committee, she was asked to help implement the program, which will offer a balance of online and on-campus courses.

“Archives can seem like an esoteric fi eld,” said Davis, whose research and publications have focused on the development of the archival profession. “Archives is its own discipline and profession — related to libraries and yes, one of the information professions — distinguished by the nature of the records, that they were created in the course of ongoing activity and preserved because they are deemed to have long term value for other reasons. We evaluate records, arrange and describe them so that potential researchers can understand what the collections contain and how to gain access to the information they seek.”

Therefore, a special area of study has been deemed a necessity to the iSchool.

In the past, archives course options ran through an affi liation with Temple University’s history department, and educational issues have been numerous. Courses offered were limited — Temple offers three archives courses in its history program — with too few slots, no online options, and because Temple runs on a semester system, coordinating classes in conjunction with Drexel’s quarter system had been extremely diffi cult.

The plan this academic year is to roll out one new archives course each quarter to gauge interest and enhance students’ educational opportunities: Intro to Archives I, Intro to Archives II and Access Techniques and Systems for Archives are the three new courses. Archives I launched in fall 2008, and introduces students to concepts and functions of archives. This course, Davis said, is an appropriate elective for students wishing to get a taste of what archives is about, though they may choose not to further pursue courses. The second introductory class builds on the content of the fi rst, with more depth and specifi city.

According to Davis, developing courses to fi t Drexel’s quarter system model was a major factor in designing the program’s new introductory classes. “There is a lot to learn at the beginning,” she notes. “Introductory archives courses tend to be very content heavy as the fi eld has grown more complex due to technology. As a result, we decided the best option was to create two introductory courses.”

The courses offered at the iSchool will address the unique challenges facing archivists today.

“The electronic age brings about new challenges for archivists,” said Davis. “The issue is that major functions

science degree programs in the nation, the iSchool has never had its own archives program. At least, until now. Beginning in fall 2008, the iSchool is offering its fi rst on-campus and online courses in archives, taking the fi rst steps toward a possible full-blown concentration in the subject. Conceptualized by Dr. Susan E. Davis, who joined the iSchool this summer after more than four years as an assistant

that were documented traditionally with paper records more easily identifi able and preservable have been replaced by complex electronic systems that are much harder to understand, document and preserve.”

Students can combine archives courses with other required and elective INFO classes to prepare them for their desired career paths. Archives courses can also be incorporated with a variety of required INFO classes for students to understand how to maintain digital records as well as physical documents.

Archivists are in high demand in academic institutions, which is the largest employer of archivists, said Davis, followed by government agencies, corporations,

historical societies and museums, for-profi t and not-for-profi t organizations, religious groups, law fi rms, technical development agencies, and beyond. The need for archivists is increasing, especially in an age where documents and records are more rapidly produced and distributed through technology.

“It’s an area of study that has become very hot at schools like the iSchool because of the tremendous increase in the amount of information created today in both electronic and paper forms,” said Davis. As the college maintains its commitment to improving the distribution, organization and access of information, these new educational opportunities are a welcome addition to the iSchool curriculum.

It is archivists who preserve the past and present to benefi t the future.

ISTA Centennial

ALU

MN

I

1892

A certifi cate program in library science is organized under the direction of Alice B. Kroeger; school and library occupy second fl oor of Main Building of Drexel Institute of Art.

1922

Drexel Institute’s School of Library Science introduces a fi fth-year bachelor of science degree in Library Science (BLS).

1927

School is accredited by American Library Association Board of Education for Librarianship.

1949

The BLS degree program was upgraded to the MS degree; a special track for employed librarians is provided, classes are offered in evenings and Saturday.

1954

The name Graduate School of Library Science is adopted.

1959

School moved into the newly constructed Drexel Library Center.

1962

Graduate School of Library Science moved into the Rush Building.

History of The iSchool at Drexel

1963

A second master’s program is offered, Master of Science in Information Science.

1970

The two graduate curricula are merged, forming the MS in Library and Information Science; third area of specialization, Educational Media, was added to the program.

1974

PhD program is launched.

1978

School renamed School of Library and Information Science.

1984

The BSIS (Bachelor of Science in Information Systems) is initiated as a fi ve-year coop-based program. The school is renamed the College of Information Studies.

1991

The Multidisciplinary Information Systems Engineering (MISE) Center is created.

19

One hundred years of service. One hundred years of scholarship. One hundred years of commitment. This year ISTA marks one hundred years of successful iSchool graduates working to contribute to their alma mater, creating a spirit of fellowship and camaraderie.

The IST Alumni Association is one of the oldest at Drexel. The group is committed to working toward the enhancement of the iSchool, and the advancement of students past, present and future through networking events, the alumni mentoring program, funding scholarships, working toward capital campaign goals and beyond.

In 1908, the Alumni Association defi ned itself by the following:

Revisions have been made to this statement over the years, but the mission has remained the same — ISTA is supported by alumni who wish to remain involved with the iSchool.

“The major objective of ISTA is to foster networking among alumni in general,” said Lillian Brazin, MS ‘71. “We have a huge variety of members, from hospital librarians to pharmaceutical company information offi cers to business owners and CEOs — this variety gives ISTA a different fl avor to other alumni associations.”

Although networking and communication with fellow iSchool grads remains a key advantage to association membership, the association has honed its goals, and has spent the past few years working diligently toward

The IST Alumni Association is one of the oldest at Drexel.

The Association represents and serves the Alumni of the Drexel University College of Information Science and Technology. The purpose of the Association is to strengthen the alumni’s relationship with IST in order to serve and advance the interests of the graduates and the college. The association wishes to maintain an interest in recruiting qualifi ed individuals into information and knowledge related professions, to raise funds for scholarships, and to promote mentoring, continuing education, professional development and leadership.

1908

IST Alumni Association is formed.

1995

MSIS program is of-fered online; name changed to the College of Informa-tion Science and Technology.

1997

The multidisci-plinary MSSE (Master of Sci-ence in Software Engineering) is launched.

2000

MS Concentra-tion in Manage-ment of Digital Information is offered online.

2001

Institute for Healthcare Informatics and the Knowledge Management Collaboratory are launched.

2002

The BSSE (Bachelor of Science in Software Engineering) is initiated. Additional Post-Baccalaureate Certifi cate Programs are offered online.

2003

BSIS (Bachelor of Science in Information Systems) offers a four-year program with one co-op. Accelerated BS/MS is approved. The BSIS is accredited by the Computing Accreditation Commission of the Accreditation Board for Engineering and Technology.

2004

The BSIT (Bachelor of Science in Information Technology) is launched. The school hosts its fi rst Senior Design Challenge.

2005

The college begins its new branding initiative as The iSchool at Drexel. The revised MSIS (Master of Science in Information Systems) is approved. The IST track of the MSSE (Master of Science in Software Engineering) is available online.

2006

The Rush Building’s Alumni Garden is redesigned, and renovations to the CRC, now known as the iCommons, begin.

2007

The Internet Public Library (IPL)—the fi rst, largest and most recognized free online collection and reference service—moves to the iSchool. The college launches an Online Certifi cate in Healthcare Informatics.

2008

Drexel becomes home to the Librarians Internet Index (LII) with the intention of merging the LII with the Internet Public Library (IPL), making the iSchool home to two of the most widely used library based technological resources connecting individuals, businesses and society with information.

2008

The college adds fi ve new concentrations for the MS, which include Library and Information Services, Competitive Intelligence and Knowledge Management, Digital Libraries, Youth Services, and School Library Media. A newly revised MSIS (Master of Science in Information Systems is revised to provide greater fl exibility with respect to course selection.

fostering the continued achievement of the iSchool.

“The most specifi c change over the years has been the tightening of focus,” said Brazin. “Ten or 15 years ago the association’s mission was more blurred, leaning toward networking. Now there is a larger picture beyond networking, larger goals designed to help us create an iSchool for the future.”

These goals, she emphasizes, are not limited to fundraising, but toward fostering an iSchool community. From the recently launched alumni mentoring program to participation in planning activities for graduates and students, ISTA involvement moves far beyond the checkbook.

“Since Dean Fenske came on board, there has been rapid growth at the iSchool, an increase in students, an expansion of programs,” said

Brazin. “Scholarship support and student retention, bricks and mortar, expanding facilities — we can’t do it alone, but we can be of assistance. Ours is that kind of objective: People and alums of various mindsets can participate, can help plan social activities, and assist as mentors to help our alums become more successful and help with retention. Overall ISTA has developed as an organization to foster a positive feeling toward the college. ISTA embraces this important function today, and has evolved signifi cantly.”

And ever-growing responsibilities of the association are refl ected in the increase in membership. Board member Jackie Knuckle, MS ’95, notes she has seen more interest in membership recently, but would like more alumni to be aware of how they can benefi t from ISTA and, in turn,

how the iSchool can benefi t from their involvement.

“Personally, I would love to see more iSchool alumni at our events,” she said. “ISTA has at least one free networking event a year. This provides an opportunity for alums to come together free of charge, to catch up with old friends, and to meet new ones.”

Knuckle also said alumni must remember that their contribution to the college does not have to be monetary. In fact, time is equally valuable, if not more so.

“The iSchool Open Houses, for ex-ample, are a great way for alumnito get involved,” she said. “By spending a few hours with prospec-tive students, alums can inspire future information professionals while supporting the college at the same time.”

To join ISTA, visit www.ischool.drexel.edu/APF.

1992

The MSIS (Master of Science in Information Systems) program is created; the College celebrates its Centennial.

Empowering society by uniting people, technology, and knowledge through innovative education and research.

Our Vision

The iSchool at Drexel Phone: 215.895.2474 Fax: 215.895.2494 www.ischool.drexel.edu info@ischool.drexel.edu

Non Profi t Org.U.S. Postage

PAIDPhiladelphia, PA

Permit # 144