Guided by research on gendered organizations and faculty careers, we examined gender differences in how research university faculty spend their work time. We used time-diary methods to understand faculty work activities at a microlevel of detail, as recorded by faculty themselves over 4 weeks. We also explored workplace interactions that shape faculty workload. Similar to past studies, we found women faculty spending more time on campus service, student advising, and teaching-related activities and men spending more time on research. We also found that women received more new work requests than men and that men and women received different kinds of work requests. We consider implications for future research and the career advancement of women faculty in research universities.
The integration of science, technology, engineering, and mathematics (STEM) education, also referred to as integrative STEM education, is a relatively new interdisciplinary teaching technique that incorporates an engineering design-based learning approach with mathematics, science, technology, and engineering education (Sanders, 2010, 2012, 2013; Wells, 2010, 2013). Over the past 11 years, 475 teachers and administrators, representing kindergarten through eighth grade teachers and elementary school administrators from 7 school districts in South Carolina, have participated in an Integrative STEM Education Institute. In this Institute, participants developed knowledge and skills to create and implement integrative STEM education activities for use in their classrooms. Participants learned how to incorporate problem-based and project-based learning that helps students work in groups to develop crosscurriculum skills. The purpose of this article was to evaluate the immediate and long-term effectiveness of the Institute. Quantitative survey data from pre-post surveys immediately revealed a statistically significant increase in self-efficacy regarding the Institute's learning objectives. In addition, a survey was sent to alumni from the 2012-2015 Institutes. The results from this survey revealed that a significant number of alumni felt empowered through the Institute to implement integrative STEM education in their classrooms and build sustainable integrative STEM education programs at their schools following attendance at the Institute.
In this chapter, we carry forward the work of Gonzales and Núñez by analyzing one specific component of the ranking regime—global ranking systems—to consider how they impact the recognition of knowledge, knowers, and the production of knowledge within academia—issues and activities that are at the heart of faculty work. Using insights from Critical Policy Analysis and Anti-colonial theory, we find that global ranking systems create limits concerning the recognition of knowledge and knowers by: 1) a reliance on Western modes of legitimization; 2) rewarding those that achieve celebrity, massive reach on the basis of numerically calculated impact; and 3) equating knowers to resource generators and knowledge as something that is fundable. Implications for practice and future research are offered.
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