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Owing to the scope and pace of change, society has become increasingly knowledge-based so that higher learning and research now act as essential components of cultural, socio-economic and environmentally sustainable development of individuals, communities and nations. In this environment, it is essential that higher learning and knowledge creation involve effective partnerships among academic and non-academic learning institutions and communities to create and apply learning and knowledge with stakeholders that are managing and creating sustainable development initiatives. Growing concern regarding the importance of the contribution that higher education institutions make to society has aroused increasing debate about their relevance and credibility amid escalating social problems. An underlying premise of community engagement is the understanding that not all knowledge and expertise resides in the academy, and that both expertise and great learning opportunities in teaching and scholarship also reside in non-academic settings.

This conference will explore how LIS educators and researchers can develop curricula, programs, and research activities that enable active partnerships with communities and civil society to manage and create change. How can LIS programs increase opportunities for experiential, service oriented, and community engaged student learning? How can we develop further collaboration between LIS programs and their larger communities (local, regional/ state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity?

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Wednesday, January 18 • 8:30am - 10:00am
Session 1.3 Juried Panel: Tell Me! These Things I Need to Know about the Program Accreditation Review Process

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Accreditation is a process of self-evaluation, which provides a unique opportunity for a school to assess the quality of its academic program and public accountability against ALA standards. It is a voluntary, collegial undertaking that involves peer- and community-assessment of the program and its outcomes. A school engages deeply with a range of communities (e.g., faculty, students, alumni, and employers) during the evaluation process to assess program outcomes. So, what does accreditation self-evaluation and assessment process entail? What are faculty roles and responsibilities during the accreditation review process? What strategies should a school use to prepare its program and communities/stakeholders for continued accreditation? What are the roles and responsibilities of school program administrators? How are you planning for the ALA accreditation review? What are the perspectives of ERP members? What’s the best that could happen and what to do next? What’s the worst that could happen and how to plan for the next step?


Dania Bilal

Professor, School of Information Sciences University of Tennessee
avatar for Kristin Eschenfelder

Kristin Eschenfelder

Professor, School of Library and Information Studies, University of Wisconsin - Madison
Kristin R. Eschenfelder (PhD, Syracuse 2000) is a Professor at the School of Library and Information Studies at the University of Wisconsin-Madison. Her research interests focus on access and use regimes – or the complex, multi-level networks of laws, customs, technologies and... Read More →
avatar for Heidi Julien

Heidi Julien

Chair and Professor, University at Buffalo
digital literacy, information behavior, higher education

Wednesday January 18, 2017 8:30am - 10:00am EST
Atlanta 5