Girls into Geoscience: inspiring the next generation of female Earth Scientists

2020 ◽  
Author(s):  
Jodie Fisher ◽  
Sarah Boulton
Keyword(s):  
Role Models ◽  
Response Rate ◽  
Career Pathways ◽  
Early Career ◽  
University Courses ◽  
Hands On ◽  
The Uk ◽  
University Experience ◽  
The University ◽  
Insight Into

<div> <p>Girls into Geoscience (GiG) is an initiative aiming to empower and encourage girls to consider degrees and careers in the Geosciences. Currently, < 40 % of places on Geoscience courses in the UK are taken up by girls, and this is something we are actively and successfully addressing. Our founding GiG event runs for 2 days and is primarily aimed at year 12 female students who are thinking about applying for university. June 2014 saw the first Girls into Geoscience day, and since then nearly 400 girls have attended from across the UK.  On day one we offer a fieldtrip, whilst day two consists of a day of talks and workshops, with topics from across the geosciences.  The aim of the talks is to showcase the range of Geoscience career pathways that are possible across industry and academia, and provide role models for the girls. Speakers span the career spectrum from early career to experienced scientists, and they talk about their unique journey to becoming Earth Scientists, as well as informing the students about different disciplines and roles possible after graduation. In the afternoon, an insight into the university experience is given through hands-on workshops across a range of geoscience topics, giving the attendees the opportunity to focus on their interests or try something new. Data collected from attendees has shown real impact. For example, in 2016, 75% of attendees at the end of the event said that they were more likely to consider studying geology, whilst 9% were already planning on doing so.  A year later these students were about to start university courses, and 78% of respondents (55% response rate) were off to study geoscience or related courses at university. While in 2017, 70% of the students said they were more likely to do geology following GiG, and 63% (39% response rate) went on to do geoscience related course in 2018, and in 2018 84% said they were more likely to study geology following GiG, and 85% (38% response rate) were off to do geoscience related courses in 2019. Significantly, 100% of all those responding 1 year later said they would recommend attending GiG to those interested in the Geosciences. </p> </div><div> <p>Since we started GiG we have seen many changes and positive steps in the recruitment, recognition and retention of women in STEM but there is still work to do nationally and internationally.  We have supported the development of new initiatives and GiG Ireland has now been running for 3 years, GiG Scotland held their inaugural event in Glasgow in August 2019, and GiG Wales is planned for 2020.  We have supported the development of new initiatives, and GiG Ireland has now been running for 3 years, GiG Scotland held their inaugural event in Glasgow in August 2019, and GiG Wales is planned for 2020.  We are also working with other UK universities to develop Junior GiG for younger students with the aim of inspiring even younger students, the University of Leicester held the first GiGjr in 2019.  We are also working with other UK universities to develop Junior GiG for younger students with the aim of inspiring even younger students. The University of Leicester held the first GiGjr event in 2019.  GiG continues to grow, we hope to continue this growth, and run this initiative until it is no longer needed! </p> </div>

scholarly journals Unwaged Posts in UK Universities: Controversies and Campaigns

2015 ◽  
Vol 13 (2) ◽  
pp. 533-553 ◽  
Author(s):  
Kirsten Forkert ◽  
Ana Lopes
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Trade Unions ◽  
Creative Industries ◽  
Early Career ◽  
Higher Education System ◽  
Use Of Social Media ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

This article examines unwaged posts at UK universities, using recent examples of advertised job posts. While unpaid work is common in the UK higher education system, unwaged posts are not. The posts under scrutiny in this article differ from traditional honorary titles as they target early career academics, who are unlikely to have a paid position elsewhere, rather than established scholars. The article contextualizes the appearance of these posts in a climate of increasing marketization of higher education, entrenching managerialism in higher education institutions, and the casualization of academic work. We also discuss resistance to the posts, arguing that the controversy surrounding unpaid internships in the creative industries created a receptive environment for resisting unwaged posts in academia. We analyze the campaigns that were fought against the advertisement of the posts, mostly through social media and the University and College Union. We explore the tactics used and discuss the advantages and limitations of the use of social media, as well as the role of trade unions in the campaigns against these posts, and we reflect on what future campaigns can learn from these experiences.

scholarly journals First person – Stéphanie Cottier

Biology Open ◽  
2020 ◽  
Vol 9 (6) ◽  
pp. bio054171
Keyword(s):  
Cell Wall ◽  
Model Organism ◽  
Cell Wall Protein ◽  
Early Career ◽  
First Person ◽  
Conserved Residues ◽  
Early Career Researchers ◽  
The University ◽  
Insight Into ◽  
Selection Of

ABSTRACTFirst Person is a series of interviews with the first authors of a selection of papers published in Biology Open, helping early-career researchers promote themselves alongside their papers. Stéphanie Cottier is first author on ‘The yeast cell wall protein Pry3 inhibits mating through highly conserved residues within the CAP domain’, published in BiO. Stéphanie is a post-doc in the lab of Roger Schneiter at the University of Fribourg, Fribourg, Switzerland, investigating using yeast model organism to gain insight into the function of the widespread CAP protein superfamily.

scholarly journals Developing your own graduate employees

2016 ◽  
Vol 6 (4) ◽  
pp. 378-383 ◽  
Author(s):  
Valerie Antcliff ◽  
Sue Baines ◽  
Elizabeth Gorb
Keyword(s):  
Early Stage ◽  
Research Programme ◽  
Bachelor's Degree ◽  
Content Type ◽  
University Support ◽  
The Uk ◽  
The University ◽  
Ongoing Dialogue ◽  
Insight Into

Purpose The purpose of this paper is to offer an employer perspective on the value of degree apprenticeships (DAs) less than a year after the first apprentices commenced their studies for a bachelor’s degree in September 2015. Design/methodology/approach This case focusses on one of the first DAs in the UK. It draws on evidence from interviews with HR professionals responsible for the DA in two contrasting companies, an international PLC and a smaller, fast growing enterprise. Findings Both employers consider that the DA meets recruitment needs in ways that other options do not. They particularly value the ability of apprentices to make an immediate contribution in the workplace. For the smaller employer the university support structures are a significant advantage. Only the larger employer formally input into the curriculum prior to validation but both feel they can tailor content to suit their needs. Both see investing in the DA as excellent value for money. Practical implications The value of strong relationships, trust and ongoing dialogue between partners emerges as a key component in fulfilling the need of employers. Originality/value The DA model recasts employers as the purchasers of higher education and affords them a key role in developing provision tailored to their needs. Implications of this new model for employers, universities and learners are potentially profound and hard to predict. This case study is based on part of the early stage of a three-year research programme. It provides a unique, early insight into two employers’ rationales for engaging with the DA programme and their initial experiences.

scholarly journals Introduction

2021 ◽  
Vol 14 (2) ◽  
pp. 1-12
Author(s):  
Fransiska Louwagie ◽  
Simon Lambert
Keyword(s):  
Early Career ◽  
Online Delivery ◽  
French Studies ◽  
Early Career Researchers ◽  
Bande Dessinee ◽  
Patient Assistance ◽  
Peer Reviewers ◽  
The Uk ◽  
The University

This thematic issue arises from the symposium ‘Tradition and Innovation in Franco-Belgian Bande dessinée’, held at the University of Leicester on 13 March 2020. Over three panels with a respective focus on ‘Revisiting the Classics’, ‘Contemporary Perspectives’, and ‘Reshaping Franco-Belgian Bande dessinée’, the symposium brought out a variety of perspectives on contemporary bande dessinée and its links to the Franco-Belgian tradition. The symposium saw the participation of a range of international contributors, including early career scholars, faculty, and artist contributors, based in Greece, Switzerland, Portugal, Canada, Panama, Israel, and the UK. We would like to thank our speakers for their contributions as well as for their flexibility in revising travel arrangements and, in some cases, arranging online delivery at short notice, as the start of the COVID-19 pandemic was unfolding in their respective countries at the time of the event. Our particular thanks go to Laurence Grove from the University of Glasgow for his keynote intervention entitled ‘The Relevance of Tintin’, and to graphic novelist Michel Kichka, who gave a keynote talk about the Franco-Belgian influences in his own work as well as a public seminar on his graphic novel Deuxième Génération. We are grateful to Wallonia-Brussels International (WBI), the Association for the Study of Modern and Contemporary France (ASMCF), the Society for French Studies (SFS), and the School of Arts at the University of Leicester for their sponsorship of the keynote sessions, the conference participation of comics artist Ilan Manouach, and travel and registration bursaries for early career researchers. For this follow-up publication, we express our particular thanks to all contributors and peer-reviewers, to Wallonia-Brussels International for support to the translation, and to the editors of European Comic Art, for their kind and patient assistance.

Clinical Practice and Clinical Supervision: Building a Firm Foundation

2020 ◽  
Vol 54 (4) ◽  
pp. 595-616
Author(s):  
Jeff Chang ◽  
Tanya E. Mudry ◽  
Lara Hiseler
Keyword(s):  
Clinical Practice ◽  
Clinical Supervision ◽  
Working Group ◽  
Role Models ◽  
Early Career ◽  
University Of Calgary ◽  
Group Members ◽  
The University ◽  
Future Practice

In this paper, the authors report on the “Foregrounding Clinical Practice and Clinical Supervision” working group of the Canadian Counselling Psychology Conference held on October 26 to 28, 2018, at the University of Calgary. Of the 12 working group participants, nine self-identified as students and three identified as licensed practitioners (two of the practitioners also held academic positions). This group of mostly early-career professionals identified an overarching theme of building a firm foundation for their future practice. Working group members identified three important contributors: the development of a strong, multi-faceted professional identity, including issues of licensure and certification, the interplay between counselling and clinical psychology, and the place of career psychology; the importance of clinical supervision, including the perceived variable quality of supervision and the apparent shortage of practicum placements; and professional role models. The authors provide their perspectives on the issue the working group raised and offer recommendations for counsellor educators and practice leaders.

scholarly journals Qualified but not yet fully competent: perceptions of recent veterinary graduates on their day-one skills

2019 ◽  
Vol 186 (7) ◽  
pp. 216-216 ◽  
Author(s):  
Chantal Duijn ◽  
Harold Bok ◽  
Olle ten Cate ◽  
Wim Kremer
Keyword(s):  
Quantitative Data ◽  
Response Rate ◽  
Early Career ◽  
Descriptive Statistics ◽  
The Self ◽  
Scale Type ◽  
Professional Activities ◽  
Distant Supervision ◽  
Veterinary School ◽  
Insight Into

BackgroundThe goal of veterinary education is to prepare learners to successfully enter the profession. However, the transition from learner to professional can be an intense and stressful phase. In this study, recently graduated veterinarians’ perceptions of readiness to work independently and to successfully cope with early career challenges are addressed.MethodsA survey based on five commonly occurring entrustable professional activities (EPAs) in primary care was sent to newly qualified veterinarians (graduated between six months and three-and-a-half years ago and working in primary veterinary clinics). The survey was a combination of open and Likert scale-type questions and contained items on the self-reported need for supervision for these EPAs. One hundred and fifty-six participants (response rate 41.2 per cent) answered the survey. Descriptive statistics were used to analyse and present the quantitative data.ResultsThe day-one after graduation levels varied per EPA between ‘with direct, proactive supervision’ and ‘supervision at a distance’. On average after 6.8 months participants felt ready to execute all five tasks with distant supervision. After almost 10 months, participants had the feeling of being fully competent to execute the EPAs unsupervised.ConclusionThis study provides insight into early career challenges faced by recently graduated veterinarians. The results emphasise the importance of adequate preparation of veterinarians during education and the importance of guidance during early career to foster a successful transition from veterinary school to clinical practice.

scholarly journals Documenting Diversity: The Experiences of LGBTQ+ Doctoral Researchers in the UK

10.28945/4328 ◽  
2019 ◽  
Vol 14 ◽  
pp. 403-430 ◽  
Author(s):  
Ross English ◽  
Kieran Fenby-Hulse
Keyword(s):  
Doctoral Students ◽  
Role Models ◽  
Doctoral Education ◽  
Working Environment ◽  
Critical Examination ◽  
Complex Nature ◽  
Diverse Range ◽  
The Uk ◽  
The Impact ◽  
Insight Into

Aim/Purpose: This article provides a much needed insight into the experiences of doctoral researchers in the UK that identify as Lesbian, Bisexual, Gay, Trans-, Queer, or outside of heteronormative or cis-normative identities (LGBTQ+) to address the question of what support, culture, and pedagogy might better support doctoral researchers who identify as LGBTQ+. Background: While experiences of LGBTQ+ students in UK Higher Education have been explored in recent studies, the experiences of doctoral students have not been differentiated, documented, or analyzed. Methodology: Through an online questionnaire sent to UK institutions, this study captures and reflects on the diverse experiences of doctoral education. The study took a predominantly phenomenological approach, placing the focus on understanding how individual researchers experienced their working environment. Contribution: This questionnaire offers a ‘campus climate’ study, providing a much-needed insight into the experiences of doctoral researchers in the UK in 2017. The study also highlights the importance of acknowledging the diversity of doctoral researchers and adapting supervisory and institutional support to meet the differing needs of doctoral researchers. It considers themes such as the impact of the working environment, experiences of macroaggressions and harassment, the need for researchers to work internationally, and the visibility of role models. The complex nature of the supervisor-student relationship is also considered throughout. Findings: Although many LGBTQ+ doctoral students felt they were studying in a supportive institution, the questionnaire highlights a diverse range of inclusivity issues as well as direct instances of homophobic and/or transphobic behavior. Recommendations for Practitioners: From this questionnaire, it is concluded that there is a need for a critical examination of systems and spaces in which doctoral education takes place and the implementation of systems and spaces that are inclusive. There is a need for all those involved in doctoral education to understand how identifying as a LGBTQ+ researcher can impact on your experience of doctoral education. And, finally, there is a need for better LGBTQ+ visibility, better representation, and better mentoring. Recommendation for Researchers: If doctoral education is to meet the needs of an increasingly diverse workforce, research needs to take into account the views and experiences of minority and marginalized groups that may challenge or be in tension with the views of the larger research population. Impact on Society: As the demographic of the doctoral researcher population diversifies, it is increasingly important that our approach to doctoral education and the systems and processes that underpin doctoral education are adapted to meet the needs of that diverse population. Future Research: There is potential scope for future studies to focus specifically on issues of intersectionality, disciplinary differences, health and wellbeing, representation, voice, and agency, as well as productivity, attainment, and career development of LGBTQ+ doctoral researchers.

scholarly journals Professor Michael Levitt

2015 ◽  
Vol 3 (1) ◽  
pp. 1-11
Author(s):  
Gemma-Louise Davies ◽  
Gemma-Louise Davies
Keyword(s):  
Role Models ◽  
Art Music ◽  
Annual Conference ◽  
Burning Man ◽  
Community Art ◽  
Summer Vacation ◽  
Chemical Systems ◽  
The Uk ◽  
The University ◽  
Molecular Science

Professor Michael Levitt (Stanford University, USA) won the 2013 Nobel Prize in Chemistry for the development of multiscale models for complex chemical systems—computational tools which can calculate the course of chemical reactions. Professor Levitt was born in Pretoria, South Africa; he came to the UK on a summer vacation aged 16, where he decided to stay and study for his A‑levels. His interest in the physics of living systems drove him to study biophysics at King’s College London, before securing a PhD position at the Laboratory of Molecular Biology in Cambridge. In the interim year between his degree and beginning his PhD, Professor Levitt worked at the Weizmann Institute of Science in Israel, where he met his future wife. They married later that year and moved to Cambridge, where their three children were born. After completing his PhD, he spent time working in Israel, Cambridge, the Salk Institute and Stanford (both California). Since 1986, he has split his time between Israel and California. Outside of science, he is a keen hiker and he is well-known to have attended the eclectic ‘Burning Man’ Festival in California.[1]Professor Levitt visited the University of Warwick to speak at the Computational Molecular Science Annual Conference in March 2015. In this interview, Dr Gemma-Louise Davies, an Institute of Advanced Study Global Research Fellow, spoke to Professor Levitt about the importance of Interdisciplinarity in his field, role models in Academia, and his plans for the future.Image: Professor Michael Levitt (left) with Dr Scott Habershon (right, organiser of the 2015 Computational Molecular Science Annual Conference) during his visit to the University of Warwick in March 2015.[1] ‘Burning Man’ is a unique annual festival dedicated to community, art, music, self-expression and self-reliance. Tens of thousands of people flock to this temporary metropolis built in the Californian desert.

scholarly journals Helen Walden: A conversation with the winner of the 2015 Colworth Medal

2014 ◽  
Vol 36 (6) ◽  
pp. 32-33
Author(s):  
Cat Ball
Keyword(s):  
Protein Phosphorylation ◽  
Principal Investigator ◽  
Early Career ◽  
The Uk ◽  
The University

The Colworth Medal, one of the most distinguished awards that an independent, early career biochemical researcher can receive in the UK, will be awarded in 2015 to Dr Helen Walden, a principal investigator at the University of Dundee MRC Protein Phosphorylation and Ubiquitylation Unit.

scholarly journals Agency, resistance and the non-‘ideal’ victim: how women deal with sexual violence

2019 ◽  
Vol 3 (3) ◽  
pp. 323-338
Author(s):  
Nicola Roberts ◽  
Catherine Donovan ◽  
Matthew Durey
Keyword(s):  
Sexual Violence ◽  
Undergraduate Students ◽  
Interpersonal Violence ◽  
Online Survey ◽  
Age Groups ◽  
The North ◽  
The Uk ◽  
University Experience ◽  
The University ◽  
Qualitative Responses

Many undergraduate students in the UK fall into age groups particularly at risk from interpersonal violence. Recent evidence suggests that a range of interpersonal violence is part of the university experience for a significant number of students. In this article, we report on the findings of an online survey of male and female students administered at a university in the north of England in 2016 exploring experiences of interpersonal violence during their time as a student. Focusing on the qualitative responses, 75 respondents, mostly women, wrote about their experiences of sexual violence. In presenting women’s accounts, we challenge the construction of the ‘ideal victim’ who is viewed as weak, passive and without agency or culpability (Christie, 1986). Women adopt a range of strategies to actively resist men’s sexual violence. In doing so, they challenge and problematise perpetrators’ behaviours particularly tropes that communicate and forefront the heterosexual dating model of courtship. These findings raise implications for women’s strategies of resistance to be viewed as examples of social change where victim-blaming is challenged, perpetrator-blaming is promoted and femininity/victims are reconstructed as agentic. Universities must educate students about sexual violence, dating and intimacy, as well as provide support for victims of sexual violence.

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