Program Statistics

Time to Degree Data

Entering Term

Incoming Students

Still Enrolled

Percent Still Enrolled

# Graduated

Retention

<2.0
Years

2 Years

> 2.0
Years

Target TTD

Mean TTD

Fall 2019 38 38 100% 0 100%
Fall 2018 25 25 100% 0 100%
Fall 2017 44 16 36% 25 93% 3 14 8 2.3 2
Fall 2016 35 2 6% 32 97% 0 16 16 2.3 2.3
Fall 2015 38 1 1% 36 97% 2 13 21 2.3 2.2
Fall 2014 36 0 0 34 94% 0 11 23 2.3 2.4
Fall 2013 26 0 0 23 88% 1 14 8 2.3 2.2
Fall 2012 26 0 0 25 96% 0 19 6 2.3 2.3
Fall 2011 27 0 0 25 93% 1 17 7 2.2 2.2
Fall 2010 25 0 0 22 88% 4 12 6 2.1 2.2

Entering Term

Incoming Students

Still Enrolled

Percent Still Enrolled

# Graduated

Retention

< 2 Years

2 Years

> 2 Years

Target TTD

Mean TTD

Fall 2019 24 24 100% 0 100%
Fall 2018 13 13 100% 0 100% 2
Fall 2017 28 8 29% 17 89% 3 12 2 2 1.9
Fall 2016 20 0 0 20 100% 15 5 2 2.2
Fall 2015 22 1 1% 20 95% 2 12 6 2 2.2
Fall 2014 17 0 0 17 100% 11 6 2 2.1
Fall 2013 18 0 0 17 94% 1 13 3 2 2.1
Fall 2012 24 0 0 23 96% 19 4 2 2.2
Fall 2011 23 0 0 21 91% 1 16 4 2 2.1
Fall 2010 21 0 0 18 86% 4 12 2 1.9

Entering Term

Incoming Students

Still Enrolled

Percent Still Enrolled

# Graduated

Retention

<5 Years

5 Years

> 5 Years

Target TTD

Mean TTD

Fall 2019 1 1 100% 0 100%
Fall 2018 2 2 100% 0 100%
Fall 2017 2 2 100% 0 100% 5
Fall 2016 0 N/A N/A N/A N/A 5
Fall 2015 0 N/A N/A N/A N/A 5
Fall 2014 1 0 0 1 100% 1 5 5
Fall 2011 1 0 0 1 100% 1 5 4
Fall 2010 1 0 0 1 100% 1 5 5

Entering Term

Incoming Students

Still Enrolled

Percent Still Enrolled

# Graduated


Retention

<3 Years

3
Years

> 3 Years

Target TTD

Mean TTD

Fall 2019 4 4 100% 0 100%
Fall 2018 5 5 100% 0 100%
Fall 2017 5 2 40% 3 100% 3 0 0 3 2.1
Fall 2016 6 2 33% 4 100% 2 2 3 2.6
Fall 2015 5 0 0 5 100% 0 5 0 3 3
Fall 2014 4 0 0 3 75% 0 3 0 3 3
Fall 2013 2 0 0 2 100% 1 0 1 3 2.75
Fall 2012 2 0 0 2 100% 0 2 0 3 3.0
Fall 2011 2 0 0 2 100% 0 1 1 3 4.0
Fall 2010 2 0 0 2 100% 0 1 1 3 3.3

Entering Term

Incoming Students

Still Enrolled

Percent Still Enrolled

# Graduated

Retention

<2.25 Years

2.25 years

>2.25 Years

Target TTD

Mean TTD

Fall 2019 9 9 100% 0 100%
Fall 2018 5 5 100% 0 100%
Fall 2017 9 4 44% 5 100% 0 5 0 2.25 2.25
Fall 2016 9 2 22% 7 100% 7 2.25 2.25
Fall 2015 11 0 0 11 100% 0 10 1 2.25 2.27
Fall 2014 14 0 0 12 86% 1 11 2.25 2.3
Fall 2013 6 0 0 4 67% 1 3 2.25 2.5
Fall 2011 1 0 0 1 100% 1 2.25 2.0
Fall 2010 1 0 0 1 100% 1 2.25 2.5
Fall 2009 1 0 0 1 100% 1 2.25 2.5

2006 through 2018

Library and Information Science MA recipients by CURRENT Library placement category (N = 394)

  • Government or Non-Profit (41.6%)
  • Unreported (17.3%)
  • K-12 Teacher or Principal (14.7%)
  • Non-Tenure Track Academic (12.9%)
  • Industry or Business (5.6%)
  • Postdoctoral or Additional Training (3.3%)
  • Out of Field (2.3%)
  • Not Seeking Employment, Unemployed, or Deceased (1.5%)
  • Tenure Track Academic (0.8%)
Library and Information Science MA recipients by INITIAL Library placement category (N = 394)
  • Unreported (42.6%)
  • Government or Non-Profit (26.9%)
  • K-12 Teacher or Principal (13.2%)
  • Non-Tenure Track Academic (5.3%)
  • Postdoctoral or Additional Training (4.1%)
  • Industry or Business (3.6%)
  • Out of Field (1.8%)
  • Not Seeking Employment, Unemployed, or Deceased (1.5%)
  • Tenure Track Academic (1%)

The School of Library and Information Science offers a graduate-level program of professional and academic preparation for careers in libraries and information centers. Our program is accredited by the American Library Association. In concert with the mission of The University of Iowa (UI), the School seeks excellence in its education of future library and information professionals, its contribution to the knowledge base of library and information science, and its service to the School's local, regional, national and international constituencies.

Library and information professionals serve the needs of their own constituencies—children and teachers, members of academic communities, employees of profit and nonprofit organizations, and the public at large—ranging from information poor to information rich. They work in the contexts of issues such as information and communication technology, public and private information policy, managerial policy, and regional, national, and international economics.

Access the SLIS Outcomes Dashboard for Alumni and Employer Survey Results as well as our Graduate Assessment.


Currently Enrolled 2018 - 2019
75*
- *57 Female, 18 Male
- *3 Asian, 3 Hispanic or Latino, 1 Multi-Racial, 2 Ethnicity Unknown, 1 International
M.A. Cohort: Fall 2019
Applicants: 74
Admissions: 67
Newly Enrolled Students: 38