ALISE 2015 Conference, SIG Session, Archived Dec. 30, 2014
Part-Time & Adjunct Faculty Special Interest Group Call for Short Paper for Lightning Round Presentations
DEADLINE: July 7, 2014
In keeping with the 2015 ALISE Conference Theme, “Mirrors & Windows: Reflections on Social Justice and Re-imagining LIS Education,” the Part-Time & Adjunct Faculty SIG invites submissions for participation in a session that will highlight six short papers (8-10 minutes each) discussing topics related to the growing use of full- and part-time non-tenure track faculty (“professors of practice,” clinical faculty, etc.). Papers are invited that address matters including but not limited to: recruitment, hiring, and employment practices; consistency in instruction; collaboration between adjunct and tenure track personnel; orientation and support for adjuncts; involvement in institutional governance; employment security; the role of unions; and related concerns among all ranks of educators.
This session offers an opportunity to explore educators’ and administrators’ perspectives regarding changing roles of adjuncts, part-time, and forms of non-tenure track faculty in higher education in general and LIS education in particular, specifically efforts to address concerns regarding pay, benefits, and other academic privileges such as faculty development and research opportunities. Recognizing that adjunct instructors enhance curricular areas not covered by full-time faculty and bring value to LIS programs, this session seeks to open a dialog regarding the evolving role and circumstances of adjuncts. It is hoped that ideas, information, and research will be shared to inspire ongoing discussion of these management issues within a social justice framework for the benefit of LIS education as a whole.
DEADLINE: July 7, 2014
In keeping with the 2015 ALISE Conference Theme, “Mirrors & Windows: Reflections on Social Justice and Re-imagining LIS Education,” the Part-Time & Adjunct Faculty SIG invites submissions for participation in a session that will highlight six short papers (8-10 minutes each) discussing topics related to the growing use of full- and part-time non-tenure track faculty (“professors of practice,” clinical faculty, etc.). Papers are invited that address matters including but not limited to: recruitment, hiring, and employment practices; consistency in instruction; collaboration between adjunct and tenure track personnel; orientation and support for adjuncts; involvement in institutional governance; employment security; the role of unions; and related concerns among all ranks of educators.
This session offers an opportunity to explore educators’ and administrators’ perspectives regarding changing roles of adjuncts, part-time, and forms of non-tenure track faculty in higher education in general and LIS education in particular, specifically efforts to address concerns regarding pay, benefits, and other academic privileges such as faculty development and research opportunities. Recognizing that adjunct instructors enhance curricular areas not covered by full-time faculty and bring value to LIS programs, this session seeks to open a dialog regarding the evolving role and circumstances of adjuncts. It is hoped that ideas, information, and research will be shared to inspire ongoing discussion of these management issues within a social justice framework for the benefit of LIS education as a whole.
WHAT? You are invited to join us at the Centennial Celebration of (ALISE) in January 2015 to explore the
implications of social justice in LIS education.
WHEN? January 27-30, 2015
WHERE? Chicago, Illinois. InterContinental Hotel: Chicago Magnificent Mile
WHO IS CONCERNED? All LIS educators, administrators, practitioners, and students interested in exploring
implications of social justice in LIS education.
implications of social justice in LIS education.
WHEN? January 27-30, 2015
WHERE? Chicago, Illinois. InterContinental Hotel: Chicago Magnificent Mile
WHO IS CONCERNED? All LIS educators, administrators, practitioners, and students interested in exploring
implications of social justice in LIS education.