Benefiting Female Students in Science, Math, and Engineering: The Nuts and Bolts of Establishing a WISE (Women in Science and Engineering) Learning Community

NASPA Journal ◽  
2008 ◽  
Vol 45 (3) ◽  
Author(s):  
Diana Pace ◽  
Laurie Witucki ◽  
Kathleen Blumreich
Keyword(s):  
Learning Community ◽  
Female Students ◽  
Women In Science ◽  
Background Information ◽  
Science And Engineering ◽  
Step Process ◽  
Set Up ◽  
Planning Group

This paper describes the rationale and the step by step process for setting up a WISE (Women in Science and Engineering) learning community at one institution. Background information on challenges for women in science and engineering and the benefits of a learning community for female students in these major areas are described. Authors discuss the specific steps taken to set up a residential WISE community including formation of a planning group, securing funding, and facilities, staffing, recruitment, programming, and retention.

scholarly journals An Integrated Living And Learning Community For First And Second Year Undergraduate Women In Science And Engineering

2020 ◽  
Author(s):  
Katherine Titus-Becker ◽  
Sarah Rajala ◽  
Laura Bottomley ◽  
Dianne Raubenheimer ◽  
Jo-Ann Cohen ◽  
...  
Keyword(s):  
Learning Community ◽  
Women In Science ◽  
Science And Engineering ◽  
Undergraduate Women ◽  
Second Year

scholarly journals WOMEN IN TRANSPLANTATION (WIT): CAPÍTULO BRASILEIRO

2019 ◽  
Vol 22 (2) ◽  
pp. 16-21
Author(s):  
Érika Bevilaqua Rangel ◽  
Lígia Camera Pierrotti ◽  
Bartira Aguiar Roza ◽  
Janine Schirmer ◽  
Lilian Monteiro Pereira Palma ◽  
...  
Keyword(s):  
Working Group ◽  
Sao Paulo ◽  
Women In Science ◽  
São Paulo ◽  
Science And Engineering ◽  
Transplantation Society

Introdução: A participação das mulheres nos diversos segmentos profissionais tem aumentado nas últimas décadas. No entanto, a transição para cargos de liderançaa apresenta algumas barreiras, de modo que planos estratégicos têm sido propostos em vários estudos. Métodos: Descrever a experiência da organização Women in Transplantation (WIT) / The Transplantation Society (TTS), fundada em 2009, nos Estados Unidos, além de analisar outros estudos que investigaram a equidade de gêneros nas diversas áreas profissionais. Resultados: A WIT vem desenvolvendo atividades durante todos os anos, após sua fundação, e estabeleceu dois pilares: (i) avançar e inspirar profissionais mulheres nas áreas do transplante; (ii) defender questões relacionadas ao sexo e gênero na área do transplante. Similarmente, os capítulos WIT australiano e neozelandês e The Initiative on Women in Science and Engineering Working Group propuseram identificar possíveis problemas de equidade de gênero, conceber e implementar estratégias e intervenções potenciais para enfrentar esses desafios e estabelecer metas realistas e alcançáveis para melhorar e facilitar a igualdade, a equidade e a diversidade de gênero no transplante. Mais de 60% das mulheres acreditam que flexibilidade no trabalho, mentoria e treinamento para liderança são aspectos chaves para o desenvolvimento da carreira profissional, além do estabelecimento de uma network robusta. Conclusão: Nosso grupo de trabalho inspirou-se nessas iniciativas e discutiu estratégias para verificar o perfil profissional das mulheres que trabalham nas diversas áreas do transplante e da doação de órgãos no Brasil. Observamos uma oportunidade para identificar possíveis barreiras durante o desenvolvimento de suas carreiras e transição para liderança. Intencionamos, portanto, fundar o Capítulo Brasileiro WIT no próximo Congresso da Associação Brasileira de Transplante de Órgãos (ABTO), em outubro de 2019, na cidade de Campinas, São Paulo, Brasil, além de propor que seja criado um comitê  acessório da WIT junto à ABTO

scholarly journals EVALUATION OF STUDENTS’ PERCEPTION OF BIOLOGY CLASSROOM LEARNING ENVIRONMENT

2020 ◽  
Vol 5 (36) ◽  
pp. 94-113
Author(s):  
Loh Su Ling ◽  
Pang Vincent ◽  
Denis Lajium
Keyword(s):  
Learning Environment ◽  
Measurement Model ◽  
Female Students ◽  
Background Information ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Biology Teachers ◽  
Male And Female ◽  
Biology Learning ◽  
The Difference

Students’ feedback about their classroom learning environment can be used to provide information about the strengths and problems that need to be addressed. This study assessed the students’ perceptions of their biology learning environment. The difference between male and female students’ perceptions of their learning environment was also investigated. Learning environment instrument What is Happening in this Class (WIHIC) questionnaire was employed to evaluate the perception of 437 Form Four students who took Biology as one of their subjects in a local district. The data were analysed based on the Rasch (1961) measurement model using the Winsteps software. Overall, the students perceived quite favourably on their biology classroom learning environment. Apart from that, there is no difference between the boys and girls in their general perception of the biology classroom learning environment. Further analysis on each scale showed the scales of Students Cohesiveness and Cooperation were perceived positively in the Biology classroom. However, students find it difficult to agree on the scale of Investigation and Involvement. DIF analysis of the items revealed some differences in their perceptions in the scales as well as some of the items between male and female students. Several suggestions were given in the hope of improving and create an effective classroom learning environment. With such feedbacks, Biology teachers and the school administration can strive to improve and create an effective classroom learning environment, provide useful background information for further evaluation phases and inform on the best approach to carry out Biology lessons in the classroom.

Exploring a Transformative Teacher Professional Development Model to Engender Technology Integration in the 21st Century ESL Language Classrooms

2021 ◽  
pp. 637-657
Author(s):  
Kean Wah Lee ◽  
Cynthia C. James
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
21St Century ◽  
Immigrant Teachers ◽  
Technology In Teaching ◽  
Language Classrooms ◽  
Professional Development Model ◽  
Develop Technology ◽  
Teacher Professional ◽  
Set Up

A 21st century teacher must communicate in the language and style of their students to ensure that their learning is meaningful. However, this is challenging, especially for teachers who are less familiar with using technology in teaching. To inspire a group of ESL ‘digital immigrant' teachers, a professional learning community (PLC) was set up. PLC consisted of both pre-service teachers (digital natives) and in-service teachers (digital immigrants). The two groups exchanged knowledge through a series of sharing sessions to demonstrate the technical aspects of technology, as well as to provide an understanding that technology has affordances and constraints. This case study investigates a group of in-service teachers who adopted the IDDIRR instructional design model (introduce, demonstrate, develop, implement, reflect, revise) to develop technology-based lessons for their ESL classrooms. The data for this study were collected through three main instruments: surveys, interviews and written reflections. The survey data was descriptively analysed using SPSS Version 24, while the reflection and interview data were assessed using thematic analysis. The findings suggest that the IDDIRR-TPACK + PLC model, along with a supportive PLC environment and the presence of more knowledgeable peers (MKO), helped enhance teachers' TPACK and inspired them to integrate more technology in their classrooms.

Resources for Historical Background

2012 ◽  
Author(s):  
Jeannette Brown
Keyword(s):  
United States ◽  
Black Women ◽  
Women Scientists ◽  
The United States ◽  
Women In Science ◽  
Black College ◽  
Background Information ◽  
History Of ◽  
Worth Reading ◽  
Background History

Many historians have written about the history of African Americans in science, but most of the articles focus only on the men and very little is written about the women. It would take additional research to find information pertaining only to the women. However, since both men and women lived through the same era, much of what affected the men also affected the women. The background information about black women chemists could probably fit into another book or at least a paper, but that was not within the scope of this book. Dr. Wini Warren, author of Black Women Scientists in the United States, did some extensive research on the background history of black women in science, which she planned to put into a future book; due to health problems it was never written. However, the Introduction to Dr. Warren’s book is well worth reading for some of the background history of the women. The endnotes in that chapter provide an extensive bibliography about the history of blacks in science. In addition, Dr. Warren includes an extensive discussion about the background history of black women scientists in the introduction of her thesis, “Hearts and Minds: Black Women Scientists in the United States 1900–1960.” Sisters in Science by Diann Jordan features author interviews of black women scientists, some of whom are chemists. The Introduction of her book, discusses the background history. Dr. Jordan also includes a history of black colleges in the section “The Role of the Black College in Educating African American Scientists.” Since many of the women in this book had their first college education in a black college, it is worth reading. Information about several of the African American women chemists in this book can be found in Contributions of Black Women to America, Volume 2. The Introduction and Chapter 1 in the “Science” section give some background information about the history of women in science.

Blue, White, and Red Heat

Boom Cities ◽  
2019 ◽  
pp. 35-63
Author(s):  
Otto Saumarez Smith
Keyword(s):  
Local Government ◽  
Central Government ◽  
Central Area ◽  
Public Private Partnerships ◽  
Initial Reaction ◽  
Local Authorities ◽  
Set Up ◽  
Area Redevelopment ◽  
Planning Group ◽  
City Centres

This chapter looks at central government’s role in directing the way in which local authorities enacted central-area redevelopment schemes. It shows how modernist ideas were sustained by a broadly consensual cross-party political culture in central government. It shows how the Joint Urban Planning Group, set up within the Ministry of Housing and Local Government, provided guidance to local authorities in how to form public–private partnerships to redevelop their city centres. The last section discusses the fate of these ideas during Labour’s first term after the 1964 election, and argues for an economic explanation of the initial reaction against modernist approaches to the built environment.

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