scholarly journals How women faculty members in science, technology, engineering, and mathematics fields experience the promotion, tenure, and reappointment process with respect to their service work

2019 ◽  
Author(s):  
Jennifer O'Brien-Knotts
Keyword(s):  
Women Faculty ◽  
Faculty Members ◽  
Service Work ◽  
Science Technology ◽  
And Mathematics

“Shining Armour”: what Margaret-Ann Armour taught us about equity, diversity, and inclusion and mentorship in the natural sciences

2021 ◽  
pp. 1-6
Author(s):  
Jennifer Dengate ◽  
Annemieke Farenhorst ◽  
Tracey Peter ◽  
Tamara Franz-Odendaal
Keyword(s):  
Gender Bias ◽  
Natural Sciences ◽  
Women Faculty ◽  
Faculty Members ◽  
Women In Science ◽  
Canadian Universities ◽  
Diversity And Inclusion ◽  
Science Technology ◽  
And Mathematics ◽  
Academic Chemistry

In addition to her contributions to the field of chemistry, Dr. Margaret-Ann Armour was the foremother of equity, diversity, and inclusion in the natural sciences in Canada and was an exemplary mentor to many women in science, technology, engineering, and mathematics. Dr. Armour emphasized that, to make progress in natural sciences and engineering fields, we also need to make advancements in workplace EDI. Dr. Armour was among the first to recognize the need to fix gender biased systems and not women. Analyses of the 2017–2018 Faculty Workplace Climate Survey, administered to approximately 700 natural sciences and engineering professors from 13 Canadian universities, supports Dr. Armour’s position. We present a synthesis of the key findings from the survey, which speak to some of the gendered challenges that women faculty members in Canada still face; and discuss the implications of these findings in light of women’s continued lack of access to mentors, with an emphasis on gender bias in mentorship within academic chemistry.

scholarly journals Contextualizing communities in an instructional improvement initiative: exploring STEM faculty engagement in teaching-related conversations

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Ellen Marie Aster ◽  
Jana Bouwma-Gearhart ◽  
Kathleen Quardokus Fisher
Keyword(s):  
Teaching Practices ◽  
Administrative Support ◽  
Instructional Improvement ◽  
Faculty Members ◽  
Faculty Engagement ◽  
Evidence Based ◽  
Science Technology ◽  
Stem Faculty ◽  
And Mathematics

AbstractA frequently cited strategy for fostering science, technology, engineering, and mathematics (STEM) instructional improvements is creating communities where faculty can share and learn evidence-based teaching practices. Despite research-documented benefits, little is known about why (and with whom) faculty engage in teaching-related conversations, including those fostered by initiative communities. We explored how STEM faculty engage in teaching-related conversations, via analysis of faculty interviews and discussion networks, to identify factors potentially influencing teaching-related conversations over the life of an initiative. Our results suggest aspects that might inhibit STEM faculty from engaging in teaching-related conversations, including: 1) faculty members’ autonomy with teaching practices; 2) faculty members’ varied interests in teaching improvements; 3) varied degrees of support to engage in teaching-related conversations; and 4) a lack of inclusive and non-judgmental spaces to talk about teaching. We suggest that those fostering STEM faculty communities consider working with others across the institution to map the instructional improvement opportunities faculty may already take part in and attend to areas lacking support. Initiative leaders and designers should also elicit and build off faculty members’ teaching-related knowledge and concerns. We further suggest making conversational spaces inclusive and safe, to help faculty honestly share teaching-related challenges and insights. We recommend creating and fostering spaces that bring faculty together across department boundaries. Our study echoes prior research by drawing attention to administrative support for instructional improvement initiatives, which can foster and sustain opportunities for faculty to talk about teaching and learn instructional improvements.

scholarly journals Impact of International Coauthorships to A Young Malaysian University Specializing in Science, Technology, Engineering and Mathematics (STEM)

2019 ◽  
Vol 39 (5) ◽  
pp. 238-243
Author(s):  
Cheng Yee Ng ◽  
Zahiraniza Mustaffa ◽  
Kurian V John
Keyword(s):  
Teaching And Learning ◽  
Citation Count ◽  
Global Dimension ◽  
Faculty Members ◽  
The Other ◽  
Research Article ◽  
Science Technology ◽  
And Mathematics ◽  
The University ◽  
The Impact

Internationalization is defined as a process of integrating an international, intercultural, or global dimension into the teaching and learning of education.  International co-authorship in research article is one of the means of collaboration towards internationalization.  This paper investigates the impact of international co-authorship in the field of Science, Technology, Engineering and Mathematics (STEM) for a specialised young university (<50 years old).  The study focused on approximately 9450 articles and the citations ranging from 2012-2017.  The impact due to annual article publication, annual citation count, most cited article, annual citation per article and the correlation between the publication and citation were analysed. The finding shows that faculty members of the university have been collaborated with authors from 86 countries since 1997, which dominated by Asian institutions.  Amongst, top 30 countries with highest international co-authored publications were identified, which led by Pakistan, Saudi Arabia, India, United Kingdom and Japan.  Further in detail, annual citation per article (Cpp) showed that collaborations with European countries e.g. Spain, Netherlands, and Hungry, resulting greater mean Cpp.  On the other hand, the analysis on the cumulative citation trend illustrated that the citation count is proportional to the number of articles.  This study evinced that international co-authorship does show positive impacts to a STEM specialised young university. 

scholarly journals STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities

2016 ◽  
Vol 15 (4) ◽  
pp. es8 ◽  
Author(s):  
Amy B. Mulnix
Keyword(s):  
Professional Development ◽  
Education Reform ◽  
Stem Education ◽  
Faculty Members ◽  
Pedagogical Change ◽  
Emergent Learning ◽  
Science Technology ◽  
And Mathematics ◽  
Stem Education Reform

Discipline-based education research (DBER) publications are opportunities for professional development around science, technology, engineering, and mathematics (STEM) education reform. Learning theory tells us these publications could be more impactful if authors, reviewers, and editors pay greater attention to linking principles and practice. This approach, which considers faculty as learners and STEM education reform as content, has the potential to better support faculty members because it promotes a deeper understanding of the reasons why a pedagogical change is effective. This depth of understanding is necessary for faculty members to successfully transfer new knowledge to their own contexts. A challenge ahead for the emergent learning sciences is to better integrate findings from across sister disciplines; DBER reports can take a step in that direction while improving their usefulness for instructors.

scholarly journals Socio-cultural developments of women in science

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Rachel Mamlok-Naaman
Keyword(s):  
Gender Gap ◽  
Women Scientists ◽  
Faculty Members ◽  
Women In Science ◽  
Educational Organizations ◽  
Unconscious Bias ◽  
Science Technology ◽  
The World ◽  
Family Demands ◽  
And Mathematics

Abstract Women have not been represented enough in the science, technology, engineering, and mathematics disciplines in most countries around the world, despite their advancements in these areas. Unfortunately, they continue to represent only a small proportion of faculty members in science and technology fields, especially at more prestigious research institutions. Women still need to cope with discrimination, with an unconscious bias, as well as with family demands. According to the UNESCO Institute for Statistics, fewer than 30 % researchers from all over the world are women. Analysis of “A Global Approach to the Gender Gap in Mathematical, Computing, and Natural Sciences, How to measure it? How to reduce it?” survey advanced our understanding of this phenomenon and identified various factors that cause it. The recommendations address a variety of groups: instructors and parents of girls in primary, secondary, and higher education, educational organizations, scientific unions. and other worldwide organizations. This paper will describe the situation of women scientists in Israel, with examples of chemistry women in the academia.

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

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