GSLIS Mission, Program Goals, Program Objectives and A.I. Policy 

GSLIS Mission Statement

GSLIS is committed to providing affordable programs and rigorous teaching to educate critically-minded, community-focused, and service-oriented professionals who will contribute to diverse information-intensive environments, the vitality of their local and global communities and the advancement of the LIS disciplines, research, and practice.

GSLIS Program Goals

a) Through a rigorous yet flexible curriculum, GSLIS will prepare graduates for employment and service in a diverse, global, and rapidly changing information society

b) Through service to local, professional and other stakeholder communities, GSLIS will foster ethical, socially-minded leadership in its students

c) Through excellence in research, GSLIS will create new knowledge and contribute to the solution of today’s information problems

Student Learning Outcomes (SLOs)

A. Enable access to information and knowledge, including its creation, acquisition, organization and management, storage and retrieval

B. Articulate the role and importance of ethics, values, lifelong learning and advocacy underlying the practice of the information professions

C.   Apply appropriate standards, policies, tools and practices in various specializations of information science, as articulated by representative professional organizations

D.   Analyze and critically assess the design, implementation and results of research and apply them to information practice

E. Advocate for social justice, particularly in our metropolitan community, by understanding the needs, designing programs with, and amplifying the strengths of our underserved groups

F. Identify, evaluate and implement current and emerging technologies to create, store, and present information in a way such that users can access it, process it, and experience it

G.   Explain and apply principles of effective management and leadership in the library and related information institutions in a rapidly changing society

***Updated Fall 2024***

Policy on Use of Artificial Intelligence in Teaching and Learning 

1. Definition

Artificial Intelligence (AI) is the “capability of computer systems or algorithms to imitate intelligent human behavior” (Merriam Webster Dictionary). In this policy, “AI” refers to AI tools in general and more specifically to generative AI (AI tools that produce new content) such as ChatGPT, Gemini, and Runway.

2. Policy Statement

As a set of information technologies, AI is an appropriate object of study for the field of information studies. We should understand its mechanics, uses, and consequences at technical and social levels. AI may therefore be dealt with in the QCSIS curriculum.

The use of AI to replace the intellectual work of professors and students is not allowed in the School of Information Studies.

3. Implementation

3.1 Faculty

For faculty, this means that AI may not be used to substitute for substantive, individualized feedback on student work. Faculty are expected to read, view, or listen to each student’s work and provide feedback grounded in their own disciplinary knowledge and pedagogical intent. AI tools may only be used when they do not replace or diminish the instructor’s own professional evaluation of the creative, analytical, or conceptual dimensions of student work. For example, in courses that involve digital or multimedia production, this may include using AI-assisted features to analyze or verify technical parameters. Faculty AI usage in this manner should be clearly stated in the applicable course syllabus.

If a faculty member is found to have used AI in violation of this policy:

● For tenured and tenure-track professors: the matter will be referred to the Personnel and Budget Committee, and a report will be submitted to the Dean of the School of Social Sciences.

● For adjunct professors: the matter may be considered when decisions are made about reappointment.

All cases will be reviewed with attention to context and intent, and with the opportunity for remediation or clarification when appropriate.

3.2 Students

For students, this policy means that AI may not be used to generate the substantive intellectual or creative work required for assessment, unless explicitly permitted by the instructor. Professors should clearly state how AI may be used in their classes using the sample syllabus language available in the  Teach@CUNY AI Toolkit

Students are expected to demonstrate their own understanding, analytical reasoning, and creative judgment in all assignments. However, students may use AI tools as aids to learning and production. For example, to improve clarity or organization in writing, or perform technical adjustments in multimedia projects. Such use must be transparent: students should acknowledge how AI tools were used and remain fully responsible for verifying the accuracy, appropriateness, and originality of their submitted work. See the guidance on AI attribution and citation in the Teach@CUNY AI Toolkit

Use of AI may constitute “cheating”. As the Academic Integrity Policy adopted by the CUNY Board in 2011 and amended in 2022, states:

“Cheating is the unauthorized use or attempted use of material, information, notes, study aids, devices, artificial intelligence (AI) systems, or communication during an academic exercise.”

QCSIS professors who detect the inappropriate use of AI will address the issue with the student and have the option to fail the student for that assignment. If the inappropriate use of AI persists, the professor may fail the student for the class. The student may appeal to the school’s Awards, Academic Standing, and Student Affairs (AASSA) Committee, which will review all cases with attention to context and intent, and with the opportunity for remediation or clarification when appropriate.

If the AASSA Committee receives reports of a student’s persistent inappropriate use of AI across a number of classes, the committee may recommend to the Dean of the School of Social Sciences, through the Director or Student Affairs and the Department Chair, the suspension or expulsion of the student, in line with the CUNY Academic Integrity Policy.[1]

[1] The Academic Integrity Policy considers cheating to be “academic dishonesty” and sets out the following consequences: “Penalties for academic dishonesty include academic sanctions, such as failing or otherwise reduced grades, and/or disciplinary sanctions, including suspension or expulsion”.

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[1] The Academic Integrity Policy considers cheating to be “academic dishonesty” and sets out the following consequences: “Penalties for academic dishonesty include academic sanctions, such as failing or otherwise reduced grades, and/or disciplinary sanctions, including suspension or expulsion”.