Successful STEM Women of Color Must Network Differently

2020 ◽  
pp. 82-99
Author(s):  
Sherine O. Obare
Keyword(s):  
Faculty Member ◽  
Women Of Color ◽  
Lessons Learned ◽  
Not Given ◽  
National Organization

Overcoming barriers for women of color in STEM can be eased not only by what you know, but rather by who you know. Women are always encouraged to network, but often are not given the full instructions on what the outcome of the network could or should be. Seldom are they mentored to network in ways that they are viewed as contributors who bring impact and value to the discipline. The purpose of this chapter is to provide some guidelines from lessons learned about networking not only through the author's experience as a faculty member moving through the ranks, but as a university administrator, and a leader in a national organization. The chapter will have examples of various ways that women of color can contribute through networking to create opportunities to make significant impact to their discipline. The chapter will also reference some key books and articles that share some of the most pertinent work being done.

Humanizing practices in online learning communities during pandemics in the USA

2020 ◽  
Vol 5 (3/4) ◽  
pp. 205-212
Author(s):  
Nimo M. Abdi ◽  
Elizabeth Gil ◽  
Stefanie LuVenia Marshall ◽  
Muhammad Khalifa
Keyword(s):  
School Leadership ◽  
Women Of Color ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Leadership Education ◽  
Pedagogical Practices ◽  
Content Type ◽  
The Usa ◽  
Learning School ◽  
Reflective Essay

PurposeIn this reflective essay, the authors, four educators of color, explore the relevance of humanizing practices of community in teaching and learning, school leadership and the potential challenges for equity work in education, during the COVID-19 pandemic.Design/methodology/approachThis reflective essay draws on lessons learned from the pedagogical practices of women of color, literature on teachers of color, as well as our experiences as educators of teachers and school leaders, as the authors think about new possibilities and challenges for anti-racist practice and living during the pandemic.FindingsThis essay describes community-oriented practice of women of color educators to be important in orienting teaching and learning toward more humanizing practice. The reflections highlight both possibilities and challenges that can be helpful reimagining the practice in teacher and leadership education, as the authors prepare educators for an uncertain future.Originality/valueThis essay offers valuable lessons from women of color educator practice that can offer humanizing approaches to teaching and learning as well as school leadership education.

The Transition From Teaching F2F to Online

2020 ◽  
pp. 67-84 ◽  
Author(s):  
Steven Tolman ◽  
Matt Dunbar ◽  
K. Brooke Slone ◽  
Allie Grimes ◽  
Christopher A. Trautman
Keyword(s):  
Online Education ◽  
Faculty Member ◽  
Lessons Learned ◽  
Faculty Members ◽  
Face To Face ◽  
Online Environments

As online education continues to grow, more and more faculty find themselves transitioning from teaching face-to-face to online environments. Unsurprisingly, this can be challenging for many faculty as they go through this process. This book chapters examines the experience of a faculty member who transitioned from teaching exclusively face-to-face to online and lessons learned are shared. Additionally, four students share their experience learning online and provide recommendations to faculty members.

scholarly journals Enacting Collective Design Intentions in an Online Graduate Level Introductory Instructional Technology Course

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Lisa C Yamagata-Lynch ◽  
Trena M Paulus
Keyword(s):  
Instructional Technology ◽  
Faculty Member ◽  
Lessons Learned ◽  
Master's Program ◽  
Graduate Level ◽  
University Of Tennessee ◽  
Design Case ◽  
The University ◽  
Technology Course

This design case will introduce how collective design intentions shared by a group of three program faculty for an online Instructional Technology (IT) Master’s program at the University of Tennessee (UT) were collaboratively identified and further acted upon within the context of the first course in the program. The course that is the focus of this case is “IT521 Proseminar 1: Instructional Technology as a Profession” in which we explored collective design intentions. The article begins with an introduction of the collective design intentions that program faculty shared. Then the article introduces how the first author enacted those design intentions in IT521 while working closely with the second author. The purpose for sharing this case is to document critical decisions that were made by one faculty member about a course within the context of shared design intentions for the program. The article ends with a discussion of lessons learned about communicating collective and personal design intentions to future designers who may be involved in similar situations.

scholarly journals LGBTQ+ Ally Education for Adults with Disabilities

2021 ◽  
Vol 121 ◽  
pp. 85-93
Author(s):  
Alice Rutkowski ◽  
Robbie Routenberg ◽  
Vanessa Cepeda
Keyword(s):  
Developmental Disabilities ◽  
Faculty Member ◽  
Universal Design ◽  
Lessons Learned ◽  
Adults With Disabilities ◽  
Chief Diversity Officer ◽  
Student Leader ◽  
Education Workshop ◽  
Academic Units ◽  
Adults With Developmental Disabilities

The authors - a faculty member from the humanities, a chief diversity officer and a student leader - offer a "lessons-learned" essay in which they describe providing an LGBTQ+ ally education workshop to a group of adults with developmental disabilities. We describe the the obstacles and the payoffs of collaboration across academic units and roles and a commitment not merely to adapt curriculum with accessiblity in mind but to radically reimagine it, and, in the process, more fully coming to embrace the idea of universal design.

Decommissioning Considerations at a Time of Nuclear Renaissance

2007 ◽  
Author(s):  
Jas S. Devgun
Keyword(s):  
Nuclear Power ◽  
Lessons Learned ◽  
The Other ◽  
Public Confidence ◽  
Not Given ◽  
The Public ◽  
The Road ◽  
Radiological Safety ◽  
On Line ◽  
Time Frames

At a time of renaissance in the nuclear power industry, when it is estimated that anywhere between 60 to 130 new power reactors may be built worldwide over the next 15 years, why should we focus on decommissioning? Yet it is precisely the time to examine what decommissioning considerations should be taken into account as the industry proceeds with developing final designs for new reactors and the construction on the new build begins. One of the lessons learned from decommissioning of existing reactors has been that decommissioning was not given much thought when these reactors were designed three or four decades ago. Even though decommissioning may be sixty years down the road from the time they go on line, eventually all reactors will be decommissioned. It is only prudent that new designs be optimized for eventual decommissioning, along with the other major considerations. The overall objective in this regard is that when the time comes for decommissioning, it can be completed in shorter time frames, with minimum generation of radioactive waste, and with better radiological safety. This will ensure that the tail end costs of the power reactors are manageable and that the public confidence in the nuclear power is sustained through the renaissance and beyond.

The Institutionalization of User Participation for Systems Development in Telecom Eireann

1999 ◽  
pp. 68-86 ◽  
Author(s):  
Tom Butler ◽  
Brian Fitzgerald
Keyword(s):  
Corporate Strategy ◽  
Organizational Transformation ◽  
Systems Development ◽  
User Participation ◽  
Lessons Learned ◽  
Development Projects ◽  
Not Given ◽  
Organizational Information ◽  
Partnership Approach

It was in 1984 that Telecom Éireann first introduced institutional mechanisms which facilitated employee participation in the formulation and execution of corporate strategy. However, almost ten years elapsed before the full benefits of user participation were realized in the development and implementation of organizational information systems. Two systems development projects that are perhaps exemplars of the manner in which user participation was and still is effected in Telecom Éireann, and which offer unique insights into this multi-faceted phenomenon, are described herein. This case study not only illustrates why user participation is important for systems development in organizations, it also provides evidence that user participation is insufficient for success in systems development if appropriate attention is not given to change management issues associated with the implementation of developed systems. The lessons learned by Telecom Éireann in addressing such issues helped it to evolve its participative policies into a partnership approach to organizational change that helped ensure the success of its strategy of IT-enabled organizational transformation.

scholarly journals Changing the Game: College Dance Training for Well-Being and Resilience Amidst the COVID-19 Crisis

2020 ◽  
pp. 152483992096370
Author(s):  
Joe Bohn ◽  
Stephanie Hogue
Keyword(s):  
Public Health ◽  
College Students ◽  
Faculty Member ◽  
Well Being ◽  
Lessons Learned ◽  
Depression And Anxiety ◽  
Dance Training ◽  
Adult Lives ◽  
Full Class ◽  
The University

The COVID-19 pandemic has disrupted all aspects of life, from health to financial to social. College students in particular have faced difficulties adjusting to an entirely virtual atmosphere, compounding the normal stressors that come with full class loads and transitioning into more independent adult lives. In response to the onset of the COVID-19 crisis, a faculty member at the University of South Florida’s College of Public Health designed impromptu, free dance lessons offered through a virtual video platform to the college and broader community. The lessons were offered with the intent of providing a healthy and engaging environment to help students and others in the community cope with lockdown stress, depression, and anxiety throughout spring and summer 2020. This article summarizes the structure of the intervention, lessons learned throughout implementation, and the broader practice potential during the COVID-19 pandemic and beyond.

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